Guided Practice Activities for Vocabulary and Grammar
1
Guided Practice Activities
Boston, Massachusetts Upper Saddle River, New Jersey
This work is protected by United States copyright laws and is provided solely for the use of teachers and administrators in teaching courses and assessing student learning in their classes and schools. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. Copyright © by Pearson Education, Inc., publishing as Pearson Prentice Hall, Boston, Massachusetts 02116. All rights reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. Student activity pages may be reproduced for classroom use, the number not to exceed the number of students in each class. Notice of copyright must appear on all copies. For information regarding permission(s), write to: Rights and Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458. Pearson Prentice Hall™ is a trademark of Pearson Education, Inc. Pearson® is a registered trademark of Pearson plc. Prentice Hall® is a registered trademark of Pearson Education, Inc.
ISBN 0-13-116474-0 20 21 22
V016
13 12 11
Table of Contents Para empezar 1 En la escuela . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 En la clase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 3 El tiempo
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Tema 1: Mis amigos y yo Capítulo 1A: ¿Qué te gusta hacer? Capítulo 1B: Y tú, ¿cómo eres?
. . . . . . . . . . . . . . . . . . . . . . . 25
. . . . . . . . . . . . . . . . . . . . . . . . . . 39
Tema 2: La escuela Capítulo 2A: Tu día en la escuela . . . . . . . . . . . . . . . . . . . . . . . . . 53 Capítulo 2B: Tu sala de clases
. . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Tema 3: La comida Capítulo 3A: ¿Desayuno o almuerzo?
. . . . . . . . . . . . . . . . . . . . . 83
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Capítulo 3B: Para mantener la salud . . . . . . . . . . . . . . . . . . . . . . 99
Tema 4: Los pasatiempos Capítulo 4A: ¿Adónde vas?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Capítulo 4B: ¿Quieres ir conmigo? . . . . . . . . . . . . . . . . . . . . . . . 133
Tema 5: Fiesta en familia Capítulo 5A: Una fiesta de cumpleaños . . . . . . . . . . . . . . . . . . . 149 Capítulo 5B: ¡Vamos a un restaurante! . . . . . . . . . . . . . . . . . . . . 165
iii
Tema 6: La casa Capítulo 6A: En mi dormitorio . . . . . . . . . . . . . . . . . . . . . . . . . . 181 Capítulo 6B: ¿Cómo es tu casa? . . . . . . . . . . . . . . . . . . . . . . . . . 197
Tema 7: De compras Capítulo 7A: ¿Cuánto cuesta? Capítulo 7B: ¡Qué regalo!
. . . . . . . . . . . . . . . . . . . . . . . . . . 213
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
Tema 8: Experiencias Capítulo 8A: De vacaciones . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243 Capítulo 8B: Ayudando en la comunidad . . . . . . . . . . . . . . . . . . 259
Tema 9: Medios de comunicación Capítulo 9A: El cine y la televisión . . . . . . . . . . . . . . . . . . . . . . . 275 Capítulo 9B: La tecnología
. . . . . . . . . . . . . . . . . . . . . . . . . . . . 291
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iv
Dear Parents and Guardians: Learning a second language can be both exciting and fun. As your child studies Spanish, he or she will not only learn to communicate with Spanish speakers, but will also learn about their cultures and daily lives. Language learning is a building process that requires considerable time and practice, but it is one of the most rewarding things your child can learn in school. Language learning calls on all of the senses and on many skills that are not necessarily used in other kinds of learning. Students will find their Spanish class different from other classes in a variety of ways. For instance, lectures generally play only a small role in the language classroom. Because the goal is to learn to communicate, students interact with each other and with their teacher as they learn to express themselves about things they like to do (and things they don’t), their personalities, the world around them, foods, celebrations, pastimes, technology, and much more. Rather than primarily listening to the teacher, reading the text, and memorizing information as they might in a social studies class, language learners will share ideas; discuss similarities and differences between cultures; ask and answer questions; and work with others to practice new words, sounds, and sentence structures. Your child will be given a variety of tasks to do in preparation for such an interactive class. He or she will complete written activities, perform listening tasks, watch and listen to videos, and go on the Internet. In addition, to help solidify command of words and structures, time will need to be spent on learning vocabulary and practicing the language until it starts to become second nature. Many students will find that using flash cards and doing written practice will help them become confident using the building blocks of language. To help you help your child in this endeavor, we offer the following insights into the textbook your child will be using, along with suggestions for ways that you can help build your child’s motivation and confidence—and as a result, their success with learning Spanish.
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Textbook Organization Your child will be learning Spanish using REALIDADES, which means “realities.” The emphasis throughout the text is on learning to use the language in authentic, real ways. Chapters are organized by themes such as school life, food and health, family and celebrations, etc. Each chapter begins with a section called A primera vista (At First Glance), which gives an initial presentation of new grammar and vocabulary in the form of pictures, short dialogues, audio recordings, and video. Once students have been exposed to the new language, the Manos a la obra (Let’s Get to Work) section offers lots of practice with the language as well as explanations of how the language works. The third section, ¡Adelante! (Moving Ahead!), provides activities for your child to use the language by understanding readings, giving oral or written presentations, and learning more about the cultural perspectives of Spanish speakers. Finally, all chapters conclude with an at-a-glance review of the chapter material called Repaso del capítulo (Chapter Review), with summary lists and charts, and practice activities like those on the chapter test. If students have trouble with a given task, the Repaso del capítulo tells them where in the chapter they can go to review. Here are some suggestions that will help your child become a successful language learner. Routine: Provide a special, quiet place for study, equipped with a Spanish-English dictionary, pens or pencils, paper, computer, and any other items your child’s teacher suggests.
v
• Encourage your child to study Spanish at a regular time every day. A study routine will greatly facilitate the learning process. Strategy: • Remind your child that class participation and memorization are very important in a foreign language course. • Tell your child that in reading or listening activities, as well as in the classroom, it is not necessary to understand every word. Suggest that they listen or look for key words to get the gist of what’s being communicated. • Encourage your child to ask questions in class if he or she is confused. Remind the child that other students may have the same question. This will minimize frustration and help your child succeed. Real-life connection: • Outside of the regular study time, encourage your child to review new words in their proper context as they relate to the chapter themes. For example, when studying the vocabulary for the household chapter, Capítulo 6B, have your child help with household chores and ask him or her to name the tasks in Spanish. You could also have your child label household objects with adhesive notes containing the Spanish words. Similarly, while studying Capítulo 4A vocabulary, have your child bring flash cards for place names on a trip into town and review words for the buildings you pass along the way. If your child can include multiple senses while studying (see the school and say escuela, or taste ice cream and say helado), it will help reinforce study and will aid in vocabulary retention. • Motivate your child with praise for small jobs well done, not just for big exams and final grades. A memorized vocabulary list is something to be proud of!
Resources: • Offer to help frequently! Your child may have great ideas for how you can facilitate his or her learning experience. • Ask your child’s teacher, or encourage your child to ask, about how to best prepare for and what to expect on tests and quizzes. • Ask your child’s teacher about the availability of audio recordings and videos that support the text. The more your child sees and hears the language, the greater the retention. There are also on-line and CD-ROM based versions of the textbook that may be useful for your child. • Visit www.PHSchool.com with your child for more helpful tips and practice opportunities, including downloadable audio files that your child can play at home to practice Spanish. Enter the appropriate Web Code from the list on the next page for
vi
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Review: • Encourage your child to review previously learned material frequently, and not just before a test. Remember, learning a language is a building process, and it is important to keep using what you’ve already learned. • To aid vocabulary memorization, suggest that your child try several different methods, such as saying words aloud while looking at a picture of the items, writing the words, acting them out while saying them, and so on. • Suggest that your child organize new material using charts, graphs, pictures with labels, or other visuals that can be posted in the study area. A daily review of those visuals will help keep the material fresh. • Help your child drill new vocabulary and grammar by using the charts and lists in the Manos a la obra and Repaso del capítulo sections.
the section of the chapter that the class is working on and you will see a menu that lists the available audio files. They can be listened to on a computer or on a personal audio player. Capítulo
A primera vista
Manos a la obra
© Pearson Education, Inc. All rights reserved.
Para empezar
Repaso
jcd-0099
Capítulo 1A
jcd-0187
jcd-0188
jcd-0189
Capítulo 1B
jcd-0197
jcd-0198
jcd-0199
Capítulo 2A
jcd-0287
jcd-0299
jcd-0289
Capítulo 2B
jcd-0297
jcd-0298
jcd-0299
Capítulo 3A
jcd-0387
jcd-0388
jcd-0389
Capítulo 3B
jcd-0397
jcd-0398
jcd-0399
Capítulo 4A
jcd-0487
jcd-0488
jcd-0489
Capítulo 4B
jcd-0497
jcd-0498
jcd-0499
Capítulo 5A
jcd-0587
jcd-0588
jcd-0589
Capítulo 5B
jcd-0597
jcd-0598
jcd-0599
Capítulo 6A
jcd-0687
jcd-0688
jcd-0689
Capítulo 6B
jcd-0697
jcd-0698
jcd-0699
Capítulo 7A
jcd-0787
jcd-0788
jcd-0789
Capítulo 7B
jcd-0797
jcd-0798
jcd-0799
Capítulo 8A
jcd-0887
jcd-0888
jcd-0889
Capítulo 8B
jcd-0897
jcd-0898
jcd-0899
Capítulo 9A
jcd-0987
jcd-0988
jcd-0989
Capítulo 9B
jcd-0997
jcd-0998
jcd-0999
Above all, help your child understand that a language is not acquired overnight. Just as for a first language, there is a gradual process for learning a second one. It takes time and patience, and it is important to know that mistakes are a completely natural part of the process. Remind your child that it took years to become proficient in his or her first language, and that the second one will also take time. Praise your child for even small progress in the ability to communicate in Spanish, and provide opportunities for your child to hear and use the language. Don’t hesitate to ask your child’s teacher for ideas. You will find the teacher eager to help you. You may also be able to help the teacher understand special needs that your child may have, and work together with him or her to find the best techniques for helping your child learn. Learning to speak another language is one of the most gratifying experiences a person can have. We know that your child will benefit from the effort, and will acquire a skill that will serve to enrich his or her life.
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Notes
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viii
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 1
Fecha
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Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun.
Buenos días.
Buenas noches.
Buenas tardes.
¡Hola!
¿Cómo te llamas?
Me llamo...
Encantado, Encantada.
Igualmente.
Mucho gusto.
,
Guided Practice Activities, En la escuela
Vocabulary Flash Cards
1
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 2
Fecha
¿Cómo está Ud.?
¿Qué pasa?
¿Qué tal?
¿Y tú?
¿Y usted (Ud.)?
(muy) bien
regular
gracias
2 Guided Practice Activities, En la escuela
Vocabulary Flash Cards
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¿Cómo estás?
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 3
Fecha
nada
señor, Sr.
señora, Sra.
,
señorita, Srta.
,
¡Adiós!
Hasta luego.
¡Nos vemos!
uno
© Pearson Education, Inc. All rights reserved.
,
Hasta mañana.
Guided Practice Activities, En la escuela
Vocabulary Flash Cards
3
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 4
Fecha
tres
cuatro
cinco
seis
siete
ocho
nueve
diez
4 Guided Practice Activities, En la escuela
Vocabulary Flash Cards
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dos
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 5
Fecha
¿Qué hora es?
Son
Es
.
.
Son
Son
.
.
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Son .
Son
Son Son .
. Guided Practice Activities, En la escuela
. Vocabulary Flash Cards
5
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 6
Fecha
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6 Guided Practice Activities, En la escuela
Vocabulary Flash Cards
Realidades
Nombre Fecha
Hora
Vocabulary Check, Sheet 1
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
En la escuela Buenos días. Buenas noches. Buenas tardes. ¡Hola! ¿Cómo te llamas? Me llamo... Encantado, Encantada. Igualmente. Mucho gusto.
© Pearson Education, Inc. All rights reserved.
señor, Sr. señora, Sra. señorita, Srta. ¡Adiós! Hasta luego. Hasta mañana. ¡Nos vemos! Fold In Guided Practice Activities, En la escuela
Vocabulary Check
7
Realidades
Nombre
Hora
Vocabulary Check, Sheet 2
Fecha
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
Good morning. Good evening. Good afternoon. Hello! What is your name? My name is . . . Delighted.
Likewise. Pleased to meet you. sir, Mr. © Pearson Education, Inc. All rights reserved.
madam, Mrs. miss, Miss Good-bye! See you later. See you tomorrow. See you! Fold In
8 Guided Practice Activities, En la escuela
Vocabulary Check
Realidades
Nombre
Hora
Fecha
Guided Practice Activities
P-1
Vowel sounds • Like English, Spanish has five basic vowels, a, e, i, o, and u. But unlike English, each Spanish vowel sounds nearly the same in every word, which will help you figure out how to pronounce any Spanish word you see. A. The letter a is pronounced “ah,” as in the English word “father.” Write three Spanish words related to body parts (el cuerpo) that contain the letter a. Say each word as you write it, paying special attention to the a. _________________________
_________________________
_________________________
B. The letter e is pronounced “ay,” as in the English word “pay.” Write three Spanish numbers under ten that contain the letter e. Say each word as you write it, paying special attention to the e. _________________________
_________________________
_________________________
C. The letter i is pronounced “ee,” as in the English word “see.” Write two Spanish words used in greetings that contain the letter i. Say each word as you write it, paying special attention to the i.
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_________________________
_____________________________________________________
D. The letter o is pronounced “oh,” as in the English word “go.” Write three Spanish numbers over ten that contain the letter o. Say each word as you write it, paying special attention to the o. _________________________
_________________________
_________________________
E. The letter u is pronounced “oo,” as in the English word “zoo.” Write three Spanish words that you’ve learned so far that contain the letter u. Say each word as you write it, paying special attention to the u. ________________________
________________________
________________________
Guided Practice Activities, En la escuela
Para empezar
9
Realidades
Nombre
Hora
Fecha
Guided Practice Activities
P-2
The letter c • The letter c has two different sounds in Spanish. When it is followed by a, o, u, or any consonant other than h, it is a “hard c” and is pronounced like the c in “cat.” Say these words with a hard c: cómo
práctica
encantado
• When the letter c is followed by e or i, it is a “soft c” and is pronounced like the s in “Sally.” Say these words with a soft c: doce
gracias
silencio
A. Write out the numbers below (which all contain at least one letter c) in Spanish on the blanks provided. _________________________________
2. 0
_________________________________
3. 13
_________________________________
4. 100
_________________________________
5. 11
_________________________________
6. 5
_________________________________
7. 16
_________________________________
8. 14
_________________________________
9. 55
_________________________________
10. 48
_________________________________
B. Now, say aloud each of the words you wrote, paying special attention to the letter c. Go back to the answers you gave in part A and underline each hard c (as in cat). Circle each soft c (as in Sally). Ojo: Some words contain more than one c.
10 Guided Practice Activities, En la escuela
Para empezar
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1. 4
Realidades
Nombre Fecha
Hora
Vocabulary Flash Cards, Sheet 1
© Pearson Education, Inc. All rights reserved.
Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun.
Guided Practice Activities, En la clase
Vocabulary Flash Cards
11
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 2
Fecha
la sala de clases
el día
el mes
la semana
¿Qué día es hoy?
¿Cuál es la fecha?
12 Guided Practice Activities, En la clase
Vocabulary Flash Cards
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el año
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 3
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Fecha
Es el primero de enero.
Es el tres de marzo.
Es el cinco de mayo.
Es el catorce de febrero.
Es el once de septiembre.
Es el veinticinco de diciembre.
mañana
hoy
en
Guided Practice Activities, En la clase
Vocabulary Flash Cards
13
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 4
Fecha
¿Cuántos?, ¿Cuántas?
hay
por favor
¿Cómo se dice...?
Se dice...
¿Cómo se escribe...?
Se escribe...
¿Qué quiere decir...?
Quiere decir...
,
Vocabulary Flash Cards
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14 Guided Practice Activities, En la clase
Realidades
Nombre Fecha
Hora
Vocabulary Check, Sheet 1
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
En la clase el bolígrafo la carpeta el cuaderno el estudiante, la estudiante la hoja de papel el lápiz el libro el profesor, la profesora
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el pupitre la sala de clases el año el día el mes la semana hoy Fold In
mañana
Guided Practice Activities, En la clase
Vocabulary Check
15
Realidades
Nombre
Hora
Vocabulary Check, Sheet 2
Fecha
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
pen folder notebook student
sheet of paper pencil book teacher
(student) desk © Pearson Education, Inc. All rights reserved.
classroom year day month week today Fold In
tomorrow
16 Guided Practice Activities, En la clase
Vocabulary Check
Realidades
Nombre
Hora
Fecha
Guided Practice Activities
P-3
More c sounds • In Activity P-2 you learned that the letter c has two different sounds in Spanish: “hard c” and “soft c.” The “hard c” sound is also created by the letter groups que and qui. Que is always pronounced like the English “kay” and qui is always pronounced like the English word “key.” Say these words: quince
que
quiere
A. Remember that the hard c is sometimes spelled with a c and sometimes with a q. Underline the words in each group below with a hard c (“cat”) sound. Say each word aloud as you read it.
1. clase / García / doce 2. trece / cien / carpeta 3. equis / cierren / dieciséis 4. gracias / saquen / Cecilia 5. cero / silencio / catorce 6. once / cuaderno / diciembre B. Circle the words in each group with a soft c (“Sally”) sound. Say each word aloud as you read it.
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1. Ricardo / cuarto / atención 2. diciembre / cómo / octubre 3. carpeta / cuaderno / Alicia 4. qué / quiere / decir 5. cien / Cristina / cuántos 6. saquen / cierren / capítulo
Guided Practice Activities, En la clase
Para empezar
17
Realidades
Nombre
Hora
Fecha
Guided Practice Activities
P-4
The h sound • In Spanish, some letters have different pronunciations than they do in English. For example, the letter j is pronounced like the letter h in the English word “hat,” but even more strongly and in the back of the throat. The letter g, when followed by e or i, also has the same “h” sound. However, the Spanish letter h is always silent! Say these words aloud: Jorge
jueves
hay
hasta
hoja
A. Circle all of the words below with a pronounced “h” sound. Don’t be fooled by the silent letter h! Say each word aloud as you read it.
julio
hoy
hasta
hoja
Jorge
Juan
junio
Guillermo
hora
José
página
hay
juego
¡Hola!
Eugenia
18 Guided Practice Activities, En la clase
Para empezar
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B. Now, go back to the words in part A and draw a diagonal line through every silent h. The first one has been done for you. Did you notice that hoja has both a silent h and a j that has a pronounced “h” sound?
Realidades
Nombre
Vocabulary Flash Cards, Sheet 1
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Fecha
Hora
Guided Practice Activities, El tiempo
Vocabulary Flash Cards
19
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 2
Fecha
la estación
¿Qué tiempo hace?
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20 Guided Practice Activities, El tiempo
Vocabulary Flash Cards
Realidades
Nombre Fecha
Hora
Vocabulary Check, Sheet 1
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
El tiempo Hace calor. Hace frío. Hace sol. Hace viento. Llueve. Nieva. la estación el invierno el otoño
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la primavera el verano
Fold In Guided Practice Activities, El tiempo
Vocabulary Check
21
Realidades
Nombre
Hora
Vocabulary Check, Sheet 2
Fecha
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
It’s hot. It’s cold. It’s sunny. It’s windy. It’s raining. It’s snowing. season winter fall, autumn spring © Pearson Education, Inc. All rights reserved.
summer
22 Guided Practice Activities, El tiempo
Vocabulary Check
Fold In
To hear a complete list of the vocabulary for this chapter, go to Disc 1, Track 1 on the Guided Practice Audio CD, or go to www.phschool.com and type in the Web Code jcd-0099. Then click on Repaso del capítulo.
Realidades
Nombre Fecha
Hora
Guided Practice Activities
P-5
Special letters • When studying the alphabet, you will notice a few letters that you may not have seen before. In addition to the letters we have in English, Spanish also has ll, ñ, and rr. a) ll is pronounced like a “y” in English, as in the word “yellow.” b) ñ is pronounced like the combination “ny,” as in the English word “canyon.” c) rr is a “rolled” sound in Spanish. It is made by letting your tongue vibrate against the roof of your mouth, and sounds a bit like a cat purring or a child imitating the sound of a helicopter.
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Look at the pictures below and fill in the blanks in the words or phrases with either the letter ll, ñ, or rr. Be sure to say each word aloud as you write it, practicing the sounds of the new letters.
1. Es la se_____ora Guité_____ez.
4. _____ueve en la primavera.
2. Me _____amo Gui_____ermo.
5. Hace viento en el oto_____o.
3. Es el libro de espa_____ol.
Guided Practice Activities, El tiempo
Para empezar
23
Realidades
Nombre
Hora
Fecha
Guided Practice Activities
P-6
The letters b and v • In Spanish, the letters b and v are both pronounced with a “b” sound, like in the English word “boy.” This makes pronunciation simple, but can make spelling more challenging! Say the following words: Buenos días.
¡Nos vemos!
brazo
veinte
bolígrafo
verano
The phrases below all contain either b or v. Pronounce both with a “b” sound, and write the correct letter in the blanks in each conversation.
1. —Hola, profesor. —_____uenos días, estudiantes.
2. —¿Qué tiempo hace en el otoño? —Hace _____iento.
3. En fe_____rero hace mucho frío. —Sí, hace frío en el in_____ierno.
4. —¿Qué tiempo hace en la prima_____era? —Llue_____e pero hace calor.
5. —¿Qué día es hoy? —Hoy es el _____einte de no_____iembre.
—Sí, profesora.
7. —¿Cómo estás? —_____ien, pero me duele el _____razo.
24 Guided Practice Activities, El tiempo
Para empezar
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6. —Le_____ántense, por fa_____or.
Realidades
Nombre Fecha
Hora
Vocabulary Flash Cards, Sheet 1
© Pearson Education, Inc. All rights reserved.
Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun.
Guided Practice Activities
Vocabulary Flash Cards 1A
25
Realidades
Nombre Fecha
Hora
Vocabulary Flash Cards, Sheet 2
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26 Guided Practice Activities
Vocabulary Flash Cards 1A
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 3
Fecha
© Pearson Education, Inc. All rights reserved.
sí
pues...
también
y
ni... ni
O
Guided Practice Activities
Vocabulary Flash Cards 1A
27
Realidades
Nombre Fecha
Hora
Vocabulary Flash Cards, Sheet 4
© Pearson Education, Inc. All rights reserved.
28 Guided Practice Activities
Vocabulary Flash Cards 1A
Realidades
Nombre Fecha
Hora
Vocabulary Check, Sheet 1
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
bailar cantar correr dibujar escribir cuentos escuchar música esquiar hablar por teléfono ir a la escuela
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jugar videojuegos leer revistas montar en bicicleta montar en monopatín
Fold In Guided Practice Activities
Vocabulary Check 1A
29
Realidades
Nombre Fecha
Hora
Vocabulary Check, Sheet 2
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
to dance to sing to run to draw to write stories to listen to music to ski to talk on the phone to go to school to play video games © Pearson Education, Inc. All rights reserved.
to read magazines to ride a bicycle to skateboard
Fold In
30 Guided Practice Activities
Vocabulary Check 1A
Realidades
Nombre Fecha
Hora
Vocabulary Check, Sheet 3
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
nadar pasar tiempo con amigos patinar practicar deportes tocar la guitarra trabajar usar la computadora
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ver la tele
Fold In Guided Practice Activities
Vocabulary Check 1A
31
Realidades
Nombre Fecha
Hora
Vocabulary Check, Sheet 4
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
to swim to spend time with friends to skate to play sports
to play the guitar to work to use the computer to watch television
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32 Guided Practice Activities
Vocabulary Check 1A
Fold In
To hear a complete list of the vocabulary for this chapter, go to Disc 1, Track 2 on the Guided Practice Audio CD, or go to www.phschool.com and type in the Web Code jcd-0189. Then click on Repaso del capítulo.
Realidades
Nombre
Hora
Guided Practice Activities
Fecha
1A-1
Infinitives (p. 32) • The most basic form of a verb is an infinitive. • In English, infinitives have the word “to” in front of them such as to walk or to swim. • In Spanish, infinitives end in -ar (nadar), -er (leer), or -ir (escribir). A. Look at each infinitive below and underline its ending. Follow the model. Modelo
patinar
1. escribir
4. esquiar
7. leer
2. nadar
5. usar
8. jugar
3. correr
6. dibujar
9. ver
B. Now, write the infinitive in the correct column of the chart. Is it an -ar verb, -er verb, or -ir verb? The first one has been done for you. -ar verbs
-er verbs
-ir verbs
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patinar
C. Complete the sentences with infinitives from part A to express what you like and don’t like to do.
1. Me gusta ____________________ y ____________________. 2. No me gusta ____________________. 3. Me gusta mucho ____________________.
WEB CODE jcd- 0103
Guided Practice Activities
1A-1
33
Realidades
Nombre Fecha
Hora
Guided Practice Activities
1A-2
Negatives (p. 36) • To make an English sentence negative, you usually use the word “not”: I do not like to sing. • To make a Spanish sentence negative, you usually put no in front of the verb or expression: No me gusta cantar. • To answer a Spanish question negatively, you often use no twice: ¿Te gusta bailar? No, no me gusta. • To say that you do not like something at all, you add the word nada: No, no me gusta nada. • To say you don’t like either of two choices, use ni... ni: No me gusta ni correr ni practicar deportes. A. Look at the sentences and circle only the negative words you see. Some sentences do not have negative words. Follow the model. (Hint: There should be eight words circled.) Modelo
No me gusta cantar.
1. ¿Te gusta bailar? 2. No, no me gusta bailar. 3. ¿Te gusta patinar? 4. No, no me gusta nada. 5. No me gusta ni bailar ni patinar. B. You circled three different negative words in part A above. What are they? Write them on the lines.
C. Use the negative words no, ni, and nada to complete the following conversation. ELENA: ENRIQUE: ELENA: ENRIQUE: ELENA: ENRIQUE: ELENA:
Enrique, ¿te gusta escuchar música? No, ____________________ me gusta. ¿Te gusta bailar? ____________________, no me gusta bailar. No te gusta ____________________ escuchar música ____________________ bailar. ¿Qué te gusta hacer? ¡Me gusta ver la tele! ¡Uy, no me gusta ____________________!
34 Guided Practice Activities
1A-2
WEB CODE jcd- 0104
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_______________________ _______________________ _______________________
Realidades
Nombre Fecha
Hora
Guided Practice Activities
1A-3
Negatives (continued) D. Complete the sentences with activities you don’t like. You can use the drawings for ideas of activities.
1. No me gusta ________________________________. 2. No me gusta ________________________________. 3. No me gusta ni ____________________ ni ____________________. E. Now answer the questions negatively. Follow the models. Modelos ¿Te gusta esquiar?
No, no me gusta esquiar. © Pearson Education, Inc. All rights reserved.
¿Te gusta correr y nadar?
No, no me gusta ni correr ni nadar. 1. ¿Te gusta dibujar? ____________________________________________________________________________
2. ¿Te gusta cantar? ____________________________________________________________________________
3. ¿Te gusta escribir cuentos? ____________________________________________________________________________
4. ¿Te gusta esquiar y nadar? ____________________________________________________________________________
5. ¿Te gusta patinar y correr? ____________________________________________________________________________ WEB CODE jcd- 0104
Guided Practice Activities
1A-3
35
Realidades
Nombre
Hora
Guided Practice Activities
Fecha
1A-4
Expressing agreement or disagreement (p. 38) • To agree with what another person likes, use a mí también: —Me gusta patinar. —A mí también. • To agree with what another person dislikes, use a mí tampoco: —No me gusta cantar. —A mí tampoco.
positive
A. The word web shows positive (agreement) words and negative (disagreement) words that you have learned. Look at the sample conversation, paying attention to the words también and tampoco. One of these two words is positive and one is negative. Write each word in the correct circle of the word web. JUAN: ANA: JUAN: ANA:
A mí me gusta correr. A mí también. No me gusta cantar. A mí tampoco.
me gusta
sí mucho negative no nada
no me gusta
ni
B. Now, complete the following exchanges with either también or tampoco.
1.
3. 4. 5. 6.
A mí me gusta mucho dibujar.
SUSANA:
A mí ___________________.
LUIS:
No me gusta nada hablar por teléfono.
MARCOS:
A mí ___________________.
OLIVIA:
A mí no me gusta ni bailar ni correr.
ALBERTO:
A mí ___________________.
NATALIA:
Me gusta esquiar. ¿Y a ti?
JAVIER:
A mí ___________________.
SARA:
A mí no me gusta trabajar.
PABLO:
A mí ___________________.
LORENA:
Me gusta mucho montar en bicicleta. ¿Y a ti?
MARTA:
A mí ___________________.
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2.
JORGE:
C. Look back at the exchanges in part B above. Put a plus (+) next to the exchange if it is positive. Put a minus (–) next to it if it is negative.
36 Guided Practice Activities
1A-4
WEB CODE jcd- 0105
Realidades
Nombre
Hora
Guided Practice Activities
Fecha
1A-5
Lectura: ¿Qué te gusta hacer? (pp. 40–41) A. The reading in your textbook contains four self-descriptions by students from various parts of the Spanish-speaking world. Read the following selection about Marisol. Then answer the questions that follow.
≈µTe gusta practicar deportes y escuchar música? ∂A mí me gusta mucho! También me gusta jugar al básquetbol. ∂Hasta luego!∆ 1. Go back to the reading above and circle the sentence where Marisol is asking you a question. 2. Underline the words that tell you that Marisol is talking about things that she likes. 3. Now list the activities that Marisol likes to do in the spaces below: _____________________
_______________________
_______________________
B. Read the following selection written by Pablo and answer the questions that follow.
≈Me gusta mucho jugar al vóleibol y al tenis. Me gusta escribir cuentos y también me gusta organizar fiestas con amigos. No me gusta ni jugar videojuegos ni ver la tele. ∂Hasta pronto!∆ 1. Underline the words that tell you that Pablo is talking about things that he likes. 2. Circle the things Pablo does not like. 3. Pablo is from «Guinea Ecuatorial». How would you write that in English?
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___________________________ C. Some quotes from the reading are listed below. Identify the speaker of each by writing in their name and country of origin. Follow the model. Modelo
“Me gusta jugar al básquetbol.”
Marisol
Puerto Rico
1. “Me gusta mucho ver la tele.”
_________________ __________________
2. “Me gusta escribir cuentos.”
_________________ __________________
3. “Me gusta hablar por teléfono con amigos.” _________________ __________________ 4. “Me gusta organizar fiestas con amigos.”
_________________ __________________
5. “Me gusta tocar el piano.”
_________________ __________________
WEB CODE jcd- 0106
Guided Practice Activities
1A-5
37
Realidades
Nombre
Hora
Guided Practice Activities
Fecha
1A-6
Presentación oral (p. 43) Task: Pretend that you are a new student at school. You have been asked to tell the class a little bit about your likes and dislikes. A. Fill in each empty space in the diagram with at least two activities that represent you.
me gusta
me gusta mucho
no me gusta nada
A mí B. As part of your presentation, you will need to introduce yourself to everyone before you begin talking about your likes and dislikes. Think about how you would introduce yourself in Spanish to someone you don’t know. Write one possibility below.
1. Me gusta __________________________________________________________________. 2. Me gusta mucho ____________________________________________________________. 3. No me gusta _______________________________________________________________. D. Your teacher will always evaluate your presentations using a rubric, which is like a checklist of elements needed to perform your task. The fewer items completed, the lower the score. Some of the items for this presentation include: • how much information you communicate • how easy it is to understand you • how clearly and neatly your visuals match what you are saying
38 Guided Practice Activities
1A-6
© Pearson Education, Inc. All rights reserved.
C. Now, add to your greeting by talking about what you like and dislike. Using your information from the diagram in part A, write three sentences describing what you like, what you like a lot, and what you do not like.
Realidades
Nombre Fecha
Hora
Vocabulary Flash Cards, Sheet 1
© Pearson Education, Inc. All rights reserved.
Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun.
Guided Practice Activities
Vocabulary Flash Cards 1B
39
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 2
Fecha
bueno, buena
,
reservado, reservada
,
,
40 Guided Practice Activities
© Pearson Education, Inc. All rights reserved.
paciente
atrevido, atrevida
Vocabulary Flash Cards 1B
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 3
Fecha
simpático, simpática
talentoso, talentosa
© Pearson Education, Inc. All rights reserved.
,
yo
,
él
ella
la familia
el amigo
la amiga
a veces
Guided Practice Activities
Vocabulary Flash Cards 1B
41
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 4
Fecha
muy
pero
según
según mi familia
© Pearson Education, Inc. All rights reserved.
42 Guided Practice Activities
Vocabulary Flash Cards 1B
Realidades
Nombre Fecha
Hora
Vocabulary Check, Sheet 1
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
artístico, artística atrevido, atrevida bueno, buena deportista desordenado, desordenada estudioso, estudiosa gracioso, graciosa
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impaciente inteligente ordenado, ordenada paciente perezoso, perezosa Fold In Guided Practice Activities
Vocabulary Check 1B
43
Realidades
Nombre Fecha
Hora
Vocabulary Check, Sheet 2
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
artistic
daring
good sports-minded messy
studious
funny
impatient © Pearson Education, Inc. All rights reserved.
intelligent neat
patient lazy
Fold In
44 Guided Practice Activities
Vocabulary Check 1B
Realidades
Nombre Fecha
Hora
Vocabulary Check, Sheet 3
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
reservado, reservada serio, seria simpático, simpática sociable talentoso, talentosa trabajador, trabajadora el chico la chica
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el amigo la amiga yo él ella muy según mi familia Fold In Guided Practice Activities
Vocabulary Check 1B
45
Realidades
Nombre Fecha
Hora
Vocabulary Check, Sheet 4
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
reserved, shy
serious nice, friendly
sociable talented
hardworking
boy girl friend (male) © Pearson Education, Inc. All rights reserved.
friend (female) I he she very according to my family
46 Guided Practice Activities
Vocabulary Check 1B
Fold In
To hear a complete list of the vocabulary for this chapter, go to Disc 1, Track 3 on the Guided Practice Audio CD, or go to www.phschool.com and type in the Web Code jcd-0199. Then click on Repaso del capítulo.
Realidades
Nombre
Hora
Fecha
Guided Practice Activities
1B-1
Adjectives (p. 55) • Words that describe people and things are called adjectives. • Most Spanish adjectives have two forms: masculine (ends in -o like simpático) and feminine (ends in -a like estudiosa). • Masculine adjectives are used with masculine nouns: Tomás es simpático. • Feminine adjectives are used with feminine nouns: Luisa es estudiosa. • Adjectives that end in -e and -ista may be used with either masculine or feminine nouns: Tomás es inteligente. Luisa es inteligente también. Marcos es muy deportista. Ana es muy deportista también. • Adjectives with the masculine form -dor have -dora as the feminine form: Juan es trabajador. Susana es trabajadora también. A. Look at the adjectives below. Circle the ending of the adjective: -o, -a, -or, -ora, -e, or -ista.
1. trabajador
4. ordenada
7. trabajadora
2. deportista
5. inteligente
8. sociable
3. paciente
6. simpática
9. estudioso
B. Now, organize the adjectives from part A by writing them in the chart under the correct column heading. One has been done for you. Masculine endings
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-o
-or
Feminine endings -a
-ora
Masculine or feminine -e
-ista
trabajador
C. Now look at the following sentences. Write M next to the sentences where the adjective is masculine. Write F next to the sentences where the adjective is feminine. Write E next to the sentences where the adjective could be either masculine or feminine. _____ 1. Yo soy muy simpática.
_____ 6. Tú eres muy trabajador.
_____ 2. Tú eres muy estudioso.
_____ 7. Yo soy muy paciente.
_____ 3. Tú eres muy ordenado.
_____ 8. Yo soy muy deportista.
_____ 4. Yo soy muy trabajadora.
_____ 9. Tú eres muy reservada.
_____ 5. Yo soy muy inteligente.
_____ 10. Tú eres muy impaciente.
WEB CODE jcd- 0114
Guided Practice Activities
1B-1
47
Realidades
Nombre Fecha
Hora
Guided Practice Activities
1B-2
Adjectives (continued) D. Choose the correct adjective to complete each sentence and write it in the blank.
1.
Raúl es ( estudioso / estudiosa ) _______________________.
2.
Rebeca es ( artístico / artística ) ________________________.
3.
Pedro es muy ( ordenado / ordenada ) __________________.
4.
Paulina es muy ( atrevido / atrevida ) __________________.
5.
Javier es ( trabajador / trabajadora ) ____________________.
6.
E. Now, choose the correct adjective in each sentence to describe yourself. Write the adjective in the blank.
1. Yo soy ( paciente / impaciente ) ____________________________________________. 2. Soy ( simpático / simpática ) _______________________________________________. 3. También soy ( trabajador / trabajadora ) _____________________________________. 4. No soy ( serio / seria ) _____________________________________________________.
48 Guided Practice Activities
1B-2
WEB CODE jcd- 0114
© Pearson Education, Inc. All rights reserved.
Elena es ( perezoso / perezosa ) _______________________.
Realidades
Nombre
Hora
Fecha
Guided Practice Activities
1B-3
Definite and indefinite articles (p. 60) • El and la are the Spanish definite articles. They mean the same as “the” in English. • You use el with masculine nouns: el libro. You use la with feminine nouns: la carpeta. • Un and una are the Spanish indefinite articles. They mean the same as “a” and “an” in English. • You use un with masculine nouns: un libro. You use una with feminine nouns: una carpeta. A. Look at the ending of each noun in this group. Decide if the noun is masculine or feminine. Write M next to the masculine words and F next to the feminine words. Follow the model. Modelo
computadora
F
1. __________ año
3. __________ libro
5. __________ carpeta
2. __________ semana
4. __________ hoja
6. __________ profesor
B. Now, look at the words from part A again and circle the definite article el for the masculine words and the definite article la for the feminine words.
1. ( el / la ) año
3. ( el / la ) libro
5. ( el / la ) carpeta
2. ( el / la ) semana
4. ( el / la ) hoja
6. ( el / la ) profesor
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C. Look at the ending of each noun below. Decide if the word is masculine or feminine. Write M next to the masculine words and F next to the feminine words.
1. _______ cuaderno
3. _______ revista
5. _________ bicicleta
2. _______ amigo
4. _______ familia
6. _________ cuento
D. Now, look at the words from part C again and circle the indefinite article un for the masculine words and the indefinite article una for the feminine words.
1. ( un / una ) cuaderno
3. ( un / una ) revista
5. ( un / una ) bicicleta
2. ( un / una ) amigo
4. ( un / una ) familia
6. ( un / una ) cuento
E. Circle the correct definite or indefinite article to complete each sentence.
1. ( El / La ) estudiante es estudiosa.
5. ( El / La ) profesor es trabajador.
2. ( El / La ) profesora es buena.
6. ( Un / Una ) estudiante es artístico.
3. ( Un / Una ) amigo es simpático.
7. ( El / La ) amiga es inteligente.
4. ( Un / Una ) estudiante es atrevida. reservada.
8. ( Un / Una ) estudiante es
WEB CODE jcd- 0113
Guided Practice Activities
1B-3
49
Realidades
Nombre
Hora
Guided Practice Activities
Fecha
1B-4
Word order: Placement of adjectives (p. 62) • English adjectives usually come before the noun they describe. • Spanish adjectives usually come after the noun they describe: Olga es una chica talentosa. • Many Spanish sentences follow this pattern: subject noun + verb + indefinite article and noun + adjective 1 2 3 4 Serena es una chica inteligente. Roberto es un estudiante bueno. 1 2 3 4 1 2 3 4 A. Look at the following groups of words. Write a number from 1 to 4 below each word according to what kind of word it is. Follow the model and use the examples above. • • • •
Write Write Write Write
Modelo
1 2 3 4
for for for for
subject nouns. verbs. indefinite articles and nouns. adjectives.
es / Diego / talentoso / un estudiante
2
1
4
3
1. seria / Olga / una estudiante / es 2. un amigo / es / bueno / Guillermo 3. Javier / un estudiante / es / trabajador 4. es / Concha / simpática / una chica
6. Manuel / es / atrevido / un chico B. Now, write the complete sentence for each example from part A by putting the words in order by the numbers you added, going from 1 to 4. Follow the model. d Modelo
Diego es un estudiante talentoso.
1. ____________________________________________________________________________ 2. ____________________________________________________________________________ 3. ____________________________________________________________________________ 4. ____________________________________________________________________________ 5. ____________________________________________________________________________ 6. ____________________________________________________________________________ 50 Guided Practice Activities
1B-4
WEB CODE jcd- 0115
© Pearson Education, Inc. All rights reserved.
5. es / una estudiante / Ana / inteligente
Realidades
Nombre
Hora
Fecha
Guided Practice Activities
1B-5
Lectura: Un self-quiz (p. 64–65) A. You have seen many cognates used in your textbook. Cognates are related words in different languages; for example, the word profesor in Spanish is a professor or teacher in English. Cognates occur in your vocabulary lists and in readings. Look at the cognates below and write the English word for each on the line provided. Follow the model. Modelo
bicicleta
bicycle
1. computadora
____________________
5. verbo
______________________
2. básquetbol
____________________
6. usar
______________________
3. la tele
____________________
7. organizar
______________________
4. los colores
____________________
8. estudiar
______________________
B. Now, read the following section from your textbook. You will find even more cognates in this reading. Find the Spanish word that corresponds to each English word below. Write the Spanish word on the lines provided.
© Pearson Education, Inc. All rights reserved.
∂Los colores revelan tu personalidad! µEres una chica? µTe gusta el verde? Eres una chica natural. µEres una chica? µTe gusta el azul? Eres muy talentosa. µEres una chica? µTe gusta el violeta? Eres muy independiente. •
personality
____________________
•
natural
____________________
•
talented
____________________
•
independent
____________________
•
violet
____________________
C. The reading in your textbook is a self-quiz that tells you information about your personality based on the colors you like and whether you are a boy or a girl. Based on the information given below and what you learned from the reading, circle if you are a boy or a girl. Then, write what color you like. Follow the model. Modelo
Eres romántico. Eres ( un chico / una chica ). Te gusta
el violeta
.
1. Eres atrevido. Eres ( un chico / una chica ). Te gusta __________________________. 2. Eres muy talentosa. Eres ( un chico / una chica ). Te gusta _____________________. 3. Eres artística. Eres ( un chico / una chica ). Te gusta ___________________________.
WEB CODE jcd- 0116
Guided Practice Activities
1B-5
51
Realidades
Nombre Fecha
Hora
Guided Practice Activities
1B-6
Presentación escrita (p. 67) Task: Write an e-mail in which you introduce yourself to a prospective pen pal.
1 Prewrite. ●
In order to introduce yourself to a new friend, you need to first organize what you are going to include. Fill in the form below with your personal information. Me llamo ___________________________________. Soy (use adjectives to describe yourself) __________________________________________ ___________________________________________________________________________. Me gusta
_________________________________________________________________.
No me gusta ______________________________________________________________.
2 Draft. ●
Read the following e-mail that another student has written. You should use this to guide you in drafting your own e-mail.
∂Hola! Me llamo Pilar. Soy una chica artística y muy independiente. Me gusta mucho dibujar y usar la computadora, pero me gusta más bailar. Me gusta la música salsa. No me gusta nada practicar deportes. µCómo eres tú? Escríbeme pronto. Now, create an e-mail similar to the one above writing in your information from part 1. ¡Hola! Me llamo ________________________. Soy ( un chico / una chica ) ______________ __________________ y ______________________. Me gusta mucho ______________________ ____________________, pero me gusta más ___________________________________. Me gusta ____________________________. No me gusta _______________________________.
3 ●
Revise. Exchange papers with another student in your class. Use the following checklist to review your partner’s e-mail and also when you rewrite yours. If you need help figuring out what is correct, use the model from the Prewrite section above. _____
_____ _____ _____
4 ●
Is there enough information provided for each question in the prewrite stage? • stated his/her name • described himself/herself • said what he/she likes to do • said what he/she doesn’t like to do Is the spelling correct? (Use a dictionary if you are not sure.) Are the adjectives in the correct form? (Think, is the student male or female?) Is there an opening and a closing?
Publish. Write your revised e-mail on a separate sheet of paper. Your teacher may ask you to type the e-mail and send it to a prospective pen pal. 52 Guided Practice Activities 1B-6
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¿Cómo eres tú? Escríbeme pronto.
Realidades
Nombre Fecha
Hora
Vocabulary Flash Cards, Sheet 1
© Pearson Education, Inc. All rights reserved.
Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun.
Guided Practice Activities
Vocabulary Flash Cards 2A
53
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 2
Fecha
54 Guided Practice Activities
hablar
Vocabulary Flash Cards 2A
necesito
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la clase
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 3
Fecha
en la ... hora
primero, primera
segundo, segunda
,
tercero, tercera
cuarto, cuarta
© Pearson Education, Inc. All rights reserved.
,
sexto, sexta
quinto, quinta
,
septimo, ´ septima ´
,
,
,
octavo, octava
,
Guided Practice Activities
,
Vocabulary Flash Cards 2A
55
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 4
Fecha
noveno, novena
decimo, ´ decima ´
,
difícil
aburrido, aburrida
,
divertido, divertida
,
f´ acil
,
interesante
,
56 Guided Practice Activities
© Pearson Education, Inc. All rights reserved.
favorito, favorita
practico, ´ practica ´
,
Vocabulary Flash Cards 2A
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 5 1
Fecha
mas... ´ que
a ver...
¿Quien? ´
para
mucho
la tarea
la clase de...
necesitas
(yo) tengo
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...
Guided Practice Activities
Vocabulary Flash Cards 2A
57
Realidades
Nombre Fecha
Hora
Vocabulary Flash Cards, Sheet 6
(tú) tienes
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58 Guided Practice Activities
Vocabulary Flash Cards 2A
Realidades
Nombre Fecha
Hora
Vocabulary Check, Sheet 1
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
el almuerzo la clase arte español ciencias naturales ciencias sociales educación física inglés matemáticas tecnología
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el horario la tarea enseñar estudiar hablar primero, primera Fold In
segundo, segunda
Guided Practice Activities
Vocabulary Check 2A
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Nombre Fecha
Hora
Vocabulary Check, Sheet 2
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
lunch class art Spanish science social studies physical education English mathematics technology/ computers
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schedule homework to teach to study to talk first Fold In
second
60 Guided Practice Activities
Vocabulary Check 2A
Realidades
Nombre Fecha
Hora
Vocabulary Check, Sheet 3
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
tercero, tercera cuarto, cuarta quinto, quinta sexto, sexta séptimo, séptima octavo, octava noveno, novena décimo, décima la calculadora
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la carpeta de argollas el diccionario aburrido, aburrida difícil fácil
Fold In Guided Practice Activities
Vocabulary Check 2A
61
Realidades
Nombre Fecha
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Vocabulary Check, Sheet 4
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
third fourth fifth sixth seventh eighth ninth tenth calculator three-ring binder
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dictionary boring difficult easy
62 Guided Practice Activities
Vocabulary Check 2A
Fold In
To hear a complete list of the vocabulary for this chapter, go to Disc 1, Track 4 on the Guided Practice Audio CD, or go to www.phschool.com and type in the Web Code jcd-0289. Then click on Repaso del capítulo.
Realidades
Nombre
Hora
Guided Practice Activities
Fecha
2A-1
Subject pronouns (p. 82) • The subject of the sentence tells who is doing the action. It is often a name: Ana canta. • Subject pronouns replace people’s names to say who is doing an action: Ella canta. Tú bailas. • Here are the Spanish subject pronouns: Singular Plural yo (I) nosotros (we, masculine or mixed) tú (you, familiar) nosotras (we, feminine) usted (you, formal) vosotros (you, familiar plural, masculine or mixed) él (he) vosotras (you, familiar plural, feminine) ella (she) ustedes (you, formal plural) ellos (they, masculine or mixed) ellas (they, feminine) • Vosotros and vosotras are primarily used in Spain. • Usted and ustedes are formal forms that are used with people you address with a title, such as señor and doctor. • In Latin America, ustedes is also used when addressing two or more people you call tú individually. A. Write the twelve subject pronouns listed above in the correct category of the chart. Follow the model.
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Singular Masculine only
Feminine only
Plural Masculine or feminine
Masculine or mixed
Feminine only
Masculine or feminine
él
B. Look at the English subject pronouns below. Use the list above to help you circle the Spanish subject pronoun that corresponds to the English pronoun.
1. 2. 3. 4. 5.
I ( él / yo ) we ( nosotros / vosotros ) you ( ella / usted ) they ( ellos / ustedes ) he ( tú / él ) WEB CODE jcd- 0203
6. 7. 8. 9. 10.
we ( usted / nosotras ) you ( nosotras / tú ) you ( ellas / ustedes ) she ( él / ella ) they ( nosotras / ellas ) Guided Practice Activities
2A-1
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Subject pronouns (continued) C. Circle the subject pronoun that is best associated with each group of names.
1. Susana, Luisa, Marta: ( ellos / ellas ) 2. Pablo: ( él / ella ) 3. el señor Rivas: ( tú / usted ) 4. la señora Rivas: ( tú / usted ) 5. Alberto y tú: ( ustedes / nosotros ) 6. Sandra y ella: ( ellos / ellas ) 7. Marcos y María: ( ellos / ellas ) 8. el señor Rodríguez y la señora Rodríguez: ( ustedes / vosotros ) 9. Teresa: ( él / ella ) 10. Martín y Roberto: ( ellos / ellas ) D. Look at the following drawings and answer the questions using subject pronouns. Follow the model. Modelo
¿Quién es? Es
1.
él
¿Quién es?
.
4.
Es __________________.
¿Quiénes son? Son __________________.
3.
Soy ___________________.
5.
¿Quiénes son? Somos ______________.
¿Quién es? Es __________________.
64 Guided Practice Activities
2A-2
WEB CODE jcd- 0203
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2.
¿Quién soy?
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Nombre
Hora
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Fecha
2A-3
Present tense of -ar verbs (p. 84) • An infinitive is the most basic form of a verb. In English, infinitives have the word “to” in front of them (to talk). In Spanish, infinitives end in -ar, -er, or -ir. • The largest number of Spanish infinitives end in -ar: hablar, cantar, etc. • To create the present tense of most of these verbs, drop the -ar from the stem: habl-, cant-, etc. • Add the verb endings: yo: add -o: hablo tú: add -as: hablas usted/él/ella: add -a: habla
nosotros/nosotras: add -amos: hablamos vosotros/vosotras: add -áis: habláis ustedes/ellos/ellas: add -an: hablan
A. Look at each verb form. Circle the ending. Follow the model. Modelo
estudia
1. hablas
6. patinamos
2. nado
7. dibujan
3. canta
8. bailo
4. tocamos
9. pasan
5. trabajas
10. escucha
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B. Now, look at the same list of verb forms from part A and circle the subject pronoun that matches each verb.
1. ( usted / tú ) hablas
6. ( ellos / nosotras ) patinamos
2. ( yo / ella ) nado
7. ( ustedes / nosotros ) dibujan
3. ( usted / yo ) canta
8. ( yo / él ) bailo
4. ( nosotros / vosotros ) tocamos
9. ( ellas / usted ) pasan
5. ( tú / usted ) trabajas
WEB CODE jcd- 0204
10. ( ella / ustedes ) escucha
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2A-3
65
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Present tense of -ar verbs (continued) C. Complete each sentence by writing the correct -ar verb ending on the line provided. Follow the model. Modelo
Ellas mont an
en bicicleta.
1. Marta trabaj_____ .
4. Ellos patin_____.
2. Yo cant_____.
5. Nosotros bail_______.
3. Tú esquí_____. D. Now, complete each sentence with the correct verb form of the infinitive in parentheses. Follow the model. Modelo
Tú (nadar)
.
nadas
1. Yo (bailar) ___________________.
5. Ellos (esquiar) ___________________.
2. Ella (cantar) ___________________.
6. Tú (nadar) ___________________.
3. Nosotros (trabajar) ___________________. 7. Él (dibujar) ___________________. 4. Ustedes (patinar) ___________________.
8. Ellas (usar) ___________________ la computadora.
E. Create complete sentences using the subject pronoun provided. Follow the model. Modelo
tú /
Tú dibujas.
3. ellos /
__________________________________
2. nosotros /
4.
__________________________________
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2A-4
yo /
__________________________________
WEB CODE jcd- 0204
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1. él /
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2A-5
Lectura: La Escuela Español Vivo (pp. 90–91) A. The reading in your textbook is a brochure for a school called Español Vivo. The following is an excerpt from that reading. Read and answer the questions that follow.
Es verano, el mes de junio. Eres estudiante en Santa Ana, un pueblo en las montañas de Costa Rica. 1. Underline the season and month in the paragraph above. 2. Circle the town and country where the school is located. 3. What does the word montañas mean? _______________________ B. Here is another excerpt from that same reading. Read and answer the questions below.
Hay cinco estudiantes en tu clase. Uds. escuchan, hablan y practican el español todo el día. También usan la computadora. 1. How many students are in the class? _______________________ 2. Circle the four activities from the reading that students do in class (just circle the verbs). 3. How many of the verbs that you circled in number 2 go with the word el español? ______ Which ones? _________________________________________________________ C. Look at the reading on the top of the second page in your textbook.
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1. Circle the one activity listed below that is NOT something you can do on the weekends in Costa Rica. a. visitar un volcán c. nadar en el mar Mediterráneo b. visitar un parque nacional d. nadar en el océano Pacífico 2. There are many cognates in the four examples above. Write the Spanish word or words, choosing from examples a through d, that go with the English words below. • visit ____________________ • Mediterranean ________________ • volcano _____________________ • Pacific Ocean __________________ • national park ________________________ D. Look at the schedule for the school day in the Español Vivo school. Answer the questions that follow.
1. At what times do the students go to classes? at ____________, ____________, and ___________ 2. When do students have conversations? at _________
Hora
lunes a viernes
08:00–10:30 10:30–11:00 11:00–13:00 13:00–14:00 14:00–15:30 15:30–16:30
Clases de español Recreo Clases de español Almuerzo Conversaciones Clase de música y baile
3. Since there is no A.M. or P.M., how do you know when the clock goes over to afternoon hours? ________________________________________________
WEB CODE jcd- 0205
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2A-5
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Presentación oral (p. 93) Task: Imagine that a student from Costa Rica has just arrived at your school. Tell the student about some of your classes. A. Fill in the chart below with information on three of your classes. Follow the model. Hora
Clase
Comentarios
Profesor(a)
primera
la clase de arte
me gusta dibujar
el Sr. Gómez
B. Before writing up your own presentation, read the following sample. Read it out loud the second time through to get an idea of how long it will take you to do your presentation.
En la primera hora tengo la clase de arte. Me gusta dibujar. La clase es mi favorita. El Sr. Gómez es el profesor. When speaking, remember to do the following: ______ speak clearly ______ use complete sentences ______ read all information C. Now, fill in the paragraph below with information about one of your classes.
Me gusta ______________________. La clase es _________________________. ____________________________ es el (la) profesor(a). D. When the teacher asks you to present your work, you will describe the one class as you see it in part C. Your teacher will be grading you on: • how complete your preparation is • how much information you communicate • how easy it is to understand you.
68 Guided Practice Activities
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En la ___________________ hora tengo la clase de __________________________.
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Vocabulary Flash Cards, Sheet 1
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Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun.
Guided Practice Activities
Vocabulary Flash Cards 2B
69
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Vocabulary Flash Cards, Sheet 2
de
70 Guided Practice Activities
Vocabulary Flash Cards 2B
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Hay
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 3
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Fecha
al lado de
detrás de
allí
debajo de
encima de
aquí
delante de
en
¿Donde? ´
Guided Practice Activities
Vocabulary Flash Cards 2B
71
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Hora
Vocabulary Flash Cards, Sheet 4
Fecha
mi
tu
Es un(a)...
¿Qu´e es esto?
los, las
unos, unas
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72 Guided Practice Activities
Vocabulary Flash Cards 2B
Realidades
Nombre Fecha
Hora
Vocabulary Check, Sheet 1
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
la bandera el cartel la computadora el disquete la mochila
la pantalla la papelera
el ratón el reloj
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el sacapuntas
el teclado el escritorio la mesa la silla la puerta Fold In Guided Practice Activities
Vocabulary Check 2B
73
Realidades
Nombre Fecha
Hora
Vocabulary Check, Sheet 2
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
flag poster computer diskette bookbag, backpack (computer) screen wastepaper basket (computer) mouse clock
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pencil sharpener (computer) keyboard desk table chair door Fold In
74 Guided Practice Activities
Vocabulary Check 2B
Realidades
Nombre Fecha
Hora
Vocabulary Check, Sheet 3
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
la ventana al lado de allí aquí debajo de delante de detrás de ¿Dónde? en encima de
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Hay
Fold In Guided Practice Activities
Vocabulary Check 2B
75
Realidades
Nombre Fecha
Hora
Vocabulary Check, Sheet 4
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
window next to there here underneath in front of behind Where? in, on on top of There is, There are © Pearson Education, Inc. All rights reserved.
76 Guided Practice Activities
Vocabulary Check 2B
Fold In
To hear a complete list of the vocabulary for this chapter, go to Disc 1, Track 5 on the Guided Practice Audio CD, or go to www.phschool.com and type in the Web Code jcd-0299. Then click on Repaso del capítulo.
Realidades
Nombre
Hora
Fecha
Guided Practice Activities
2B-1
The verb estar (p. 107) • Irregular verbs do not follow the same pattern as regular verbs. • Estar (to be) is irregular. Its yo form (estoy) is different from the regular -ar yo form. Its tú, usted/él/ella, and ustedes/ellos/ellas forms are different because they have an accent on the a: estás, está, están. • Here are the forms of estar: yo
estoy
nosotros/nosotras
estamos
tú
estás
vosotros/vosotras
estáis
usted/él/ella
está
ustedes/ellos/ellas
están
• Estar is used to tell how someone feels or to give a location. A. Circle the ending of each form of estar.
1. yo estoy
4. nosotras estamos
2. tú estás
5. ellos están
3. Ud. está B. Now, complete each sentence by writing in the correct ending for the correct form of estar.
1. Tú est_______ en la clase de arte. 2. Ellos est_______ en la clase de ciencias. 3. Nosotros est_______ en la clase de español. © Pearson Education, Inc. All rights reserved.
4. Yo est_______ en la clase de matemáticas. 5. Él est_______ en la clase de literatura. 6. Usted est_______ en la oficina. 7. Ustedes est_______ en la sala de clase. 8. Nosotras est_______ en la clase de tecnología. C. Complete each sentence with the correct form of estar.
1. Yo _______________ bien.
5. Usted _______________ regular.
2. Tú _______________ muy bien.
6. Ellos _______________ bien.
3. Ella _______________ regular.
7. Él _______________ regular.
4. Nosotras _______________ bien.
8. Ustedes _______________ bien.
WEB CODE jcd- 0214
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2B-1
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2B-2
The verb estar (continued) D. Complete the conversation with correct forms of estar. LUISA: ANA E INÉS: LUISA: ANA:
¡Buenos días! ¿Cómo _______________ ustedes? Nosotras _______________ bien. ¿Y tú? ¿Cómo _______________? Yo _______________ muy bien. ¿Dónde _______________ Marcos y Marta? Marcos _______________ en la clase de español. Marta _______________ en la clase de matemáticas.
E. Create complete sentences with estar. Follow the model. Modelo
usted / estar / en la clase de matemáticas
Usted está en la clase de matemáticas
.
1. tú / estar / en la clase de español ___________________________________________________________________________.
2. ellas / estar / en la clase de arte ___________________________________________________________________________.
3. nosotros / estar / en la clase de inglés ___________________________________________________________________________.
4. usted / estar / en la clase de matemáticas ___________________________________________________________________________.
5. yo / estar / en la clase de tecnología 6. él / estar / en la clase de ciencias sociales ___________________________________________________________________________.
78 Guided Practice Activities
2B-2
WEB CODE jcd- 0214
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___________________________________________________________________________.
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Fecha
Guided Practice Activities
2B-3
The plurals of nouns and articles (p. 110) Plural of nouns Ends in vowel
Ends in consonant
add -s: libros, sillas
add -es: relojes, carteles
Plural definite articles
Plural indefinite articles
Masculine
Feminine
Masculine
Feminine
los (the) los libros
las (the) las sillas
unos (some, a few) unos libros
unas (some, a few) unas sillas
• Nouns that end in -z change the z to c in the plural: lápiz → lápices. A. Circle the ending of each noun. Is it a vowel or a consonant? Write V for vowel or C for consonant next to each word.
1. _____ cartel
5. _____ bandera
2. _____ teclado
6. _____ reloj
3. _____ mochila
7. _____ disquete
4. _____ mes
8. _____ profesor
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B. Now, look at the same words from part A and add the endings to make them plural.
1. cartel______
5. bandera_____
2. teclado______
6. reloj_____
3. mochila______
7. disquete______
4. mes______
8. profesor______
C. Now, write the complete plural form of each word from part B.
1. cartel
_________________________
2. teclado
_________________________
3. mochila
_________________________
4. mes
_________________________
5. bandera
_________________________
6. reloj
_________________________
7. disquete
_________________________
8. profesor
_________________________
WEB CODE jcd- 0213
Guided Practice Activities
2B-3
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2B-4
The plurals of nouns and articles (continued) D. Identify whether each of the words from part C are masculine or feminine. Write M for masculine or F for feminine next to each word.
1. _____ cartel
5. _____ bandera
2. _____ teclado
6. _____ reloj
3. _____ mochila
7. _____ disquete
4. _____ mes
8. _____ profesor
E. Now, look at the words from part D in the plural. Circle the correct definite article, masculine or feminine.
1. ( los / las ) carteles
5. ( los / las ) banderas
2. ( los / las ) teclados
6. ( los / las ) relojes
3. ( los / las ) mochilas
7. ( los / las ) disquetes
4. ( los / las ) meses
8. ( los / las ) profesores
F. Look at each noun below and write los or las, depending on whether the word is masculine or feminine.
1. _______ puertas
4. _________ lápices
2. _______ ventanas
5. _________ ratones
3. _______ horarios
6. _________ pantallas
G. Look at the words from part E again. This time, circle the correct indefinite article, masculine or feminine.
5. ( unos / unas ) banderas
2. ( unos / unas ) teclados
6. ( unos / unas ) relojes
3. ( unos / unas ) mochilas
7. ( unos / unas ) disquetes
4. ( unos / unas ) meses
8. ( unos / unas ) profesores
H. Look at the nouns from part F again. Now, write unos or unas, depending on whether the word is masculine or feminine.
1. _______ puertas
4. _________ lápices
2. _______ ventanas
5. _________ ratones
3. _______ horarios
6. _________ pantallas
80 Guided Practice Activities
2B-4
WEB CODE jcd- 0213
© Pearson Education, Inc. All rights reserved.
1. ( unos / unas ) carteles
Realidades
Nombre
Hora
Fecha
Guided Practice Activities
2B-5
Lectura: El UNICEF y una convención para los niños (pp. 114–115) A. The reading in your textbook talks about the organization UNICEF (United Nations International Children’s Emergency Fund). You will see many cognates in the reading. Look through the reading and find the Spanish words that most closely resemble the ones below. Write the words in the spaces provided.
1. convention
______________________
6. diet
______________________
2. dignity
______________________
7. opinions
______________________
3. nations
______________________
8. community ______________________
4. protection
______________________
9. violence
______________________
5. special
______________________ 10. privilege
______________________
B. Look at the first paragraph from the reading in your textbook. Write down three things that are said to be privileges for children.
1. _____________________________ 2. _____________________________ 3. _____________________________ C. Read the following excerpt from your textbook and answer the questions that follow.
UNICEFºtiene siete oficinas regionales en diversas naciones y un Centro de Investigaciones en Italia.
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1. Where does UNICEF have seven regional offices? ____________________________________________________________________________
2. Where is there a Center of Investigation for UNICEF? ____________________________________________________________________________ D. Look again at the bulleted list in your textbook and list five things in the spaces below that the convention said that all children need.
1. ____________________________________________________________________________ 2. ____________________________________________________________________________ 3. ____________________________________________________________________________ 4. ____________________________________________________________________________ 5. ____________________________________________________________________________
WEB CODE jcd- 0215
Guided Practice Activities
2B-5
81
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Guided Practice Activities
2B-6
Presentación escrita (p. 117) Task: Pretend you have a pen pal from Mexico who is coming to visit your school next semester. Write your pen pal a note describing your Spanish classroom.
1 Prewrite. ●
A. On a separate sheet of paper draw a sketch of your Spanish classroom. You will use this as a reference when writing your note. Try to include four or five different items. B. Label the items in your sketch using words from your vocabulary.
2 Draft. ●
A. Read the sample note written by another student. Use this to guide your own writing.
En mi sala de clases hay cinco ventanas. Mi pupitre está al lado del escritorio del profesor. La puerta está detrás de mi pupitre. Hay una bandera encima de la mesa de computadoras. B. Look at the sample note again and list, in the spaces below, all of the classroom objects mentioned. ___________________ ___________________
___________________
___________________ ___________________
___________________
C. Compare the list of words in part B with the words you labeled in your sketch. This will help you get an idea of how similar your draft will be to the model. Create three sentences below filling in what items are in your classroom and where they are located.
1. Hay _______________________________________________________________________. 3. _________________________________ está _____________________________________. 3 Revise. ●
Read through your draft to see if it makes sense to you. Share your work with a partner who should check the following: ______ ______ ______ ______
Are the sentences easy to understand? Did you leave out anything from your drawing? Are there any spelling or grammar errors? If there are any problems with your draft, make a revised draft.
82 Guided Practice Activities
2B-6
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2. _________________________________ está _____________________________________.
Realidades
Nombre Fecha
Hora
Vocabulary Flash Cards, Sheet 1
© Pearson Education, Inc. All rights reserved.
Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun.
e_mclsp15128a1.eps
Guided Practice Activities
Vocabulary Flash Cards 3A
83
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Vocabulary Flash Cards, Sheet 2
© Pearson Education, Inc. All rights reserved.
84 Guided Practice Activities
Vocabulary Flash Cards 3A
Realidades
Nombre
Vocabulary Flash Cards, Sheet 3
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Fecha
Hora
Guided Practice Activities
Vocabulary Flash Cards 3A
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Hora
Vocabulary Flash Cards, Sheet 4
Fecha
la ensalada
en el almuerzo
la naranja
las fresas
en el desayuno
el pan tostado
el desayuno
la comida
86 Guided Practice Activities
Vocabulary Flash Cards 3A
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la manzana
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 5
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Fecha
beber
comer
compartir
nunca
siempre
todos los días
por supuesto
¡Qué asco!
¿Verdad?
Guided Practice Activities
Vocabulary Flash Cards 3A
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Nombre
Hora
Vocabulary Flash Cards, Sheet 6
Fecha
con
¿Cuál?
más o menos
sin
Me encanta(n). . .
Te encanta(n). . .
Me gusta(n). . .
Te gusta(n). . .
88 Guided Practice Activities
Vocabulary Flash Cards 3A
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comprender
Realidades
Nombre Fecha
Hora
Vocabulary Check, Sheet 1
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
en el desayuno los huevos el pan el pan tostado el plátano la salchicha el tocino el yogur en el almuerzo la ensalada de frutas
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las fresas la galleta la hamburguesa el jamón las papas fritas el perrito caliente la pizza Fold In Guided Practice Activities
Vocabulary Check 3A
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Vocabulary Check, Sheet 2
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
for breakfast eggs bread toast banana sausage bacon yogurt for lunch fruit salad
strawberries © Pearson Education, Inc. All rights reserved.
cookie hamburger ham French fries hot dog pizza Fold In
90 Guided Practice Activities
Vocabulary Check 3A
Realidades
Nombre Fecha
Hora
Vocabulary Check, Sheet 3
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
el sándwich de jamón y queso la sopa de verduras el agua el café el jugo de manzana el jugo de naranja la leche la limonada el refresco el té helado
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beber comer la comida compartir nunca siempre todos los días Fold In Guided Practice Activities
Vocabulary Check 3A
91
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Nombre Fecha
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Vocabulary Check, Sheet 4
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
ham and cheese sandwich vegetable soup
water coffee apple juice orange juice milk lemonade soft drink iced tea to drink © Pearson Education, Inc. All rights reserved.
to eat food, meal to share never always every day
92 Guided Practice Activities
Vocabulary Check 3A
Fold In
To hear a complete list of the vocabulary for this chapter, go to Disc 1, Track 6 on the Guided Practice Audio CD, or go to www.phschool.com and type in the Web Code jcd-0389. Then click on Repaso del capítulo.
Realidades
Nombre
Hora
Guided Practice Activities
Fecha
3A-1
Present tense of -er and -ir verbs (p. 132) • Like the -ar verbs you learned previously, regular -er and -ir verbs follow a similar pattern in the present tense. • For -er and -ir verbs, drop the -er or -ir from the infinitive (comer, escribir, etc.) and add the appropriate endings. The endings are the same for -er and -ir verbs except for in the nosotros and vosotros forms. Present tense of -er verbs: comer yo: add -o: como
nosotros/nosotras: add -emos: comemos
tú: add -es: comes
vosotros/vosotras: add -éis: coméis
usted/él/ella: add -e: come
ustedes/ellos/ellas: add -en: comen
Present tense of -ir verbs: escribir yo: add -o: escribo
nosotros/nosotras: add -imos: escribimos
tú: add -es: escribes
vosotros/vosotras: add -ís: escribís
usted/él/ella: add -e: escribe
ustedes/ellos/ellas: add -en: escriben
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A. Circle the ending in each verb form below.
1. escribimos
6. leo
2. comparten
7. escribes
3. bebes
8. comprendemos
4. corre
9. comparto
5. ven
10. ve
B. Now, look at the list of verbs in part A. Circle the correct subject pronoun for each verb.
1. ( ustedes / nosotros ) escribimos
6. ( yo / él ) leo
2. ( ustedes / ella ) comparten
7. ( usted / tú ) escribes
3. ( nosotros / tú ) bebes
8. ( nosotras / ellos ) comprendemos
4. ( yo / ella ) corre
9. ( usted / yo ) comparto
5. ( ellos / nosotros ) ven
WEB CODE jcd- 0303
10. ( usted / ustedes ) ve
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3A-1
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3A-2
Present tense of -er and -ir verbs (continued) C. Complete each sentence by writing the correct -er verb ending for each word.
1. Yo beb_____ agua.
4. Tú le_____ una revista.
2. Nosotras corr_____.
5. Ustedes com_____.
3. Ella comprend_____ todo.
6. Nosotros le_____ unos libros.
D. Now, complete each sentence by writing the correct -ir verb ending.
1. Tú escrib_____ una carta.
4. Nosotros escrib_____ poemas.
2. Él compart_____ la comida.
5. Yo compart_____.
3. Ellas escrib_____ cuentos.
6. Nosotras compart_____.
E. Complete each sentence with the correct verb form of the infinitive in parentheses. Follow the models. Modelo
Tú (escribir) Ella (comer)
escribes come
.
.
1. Yo (leer) ____________________________. 5. Nosotros (escribir) ________________. 2. Ella (escribir) _______________________. 6. Ellos (beber) _____________________. 3. Nosotros (ver) ______________________. 7. Usted (compartir) _________________. 4. Tú (compartir) ______________________. 8. Ellas (leer) _______________________. F. Now, write complete sentences using the words provided. Follow the model. tú / ver / la / tele
Tú ves la tele. 1. yo / leer / una / revista ____________________________________.
2. tú / compartir / el / cuarto ____________________________________.
3. ellos / beber / té / helado ____________________________________.
4. nosotros / comer / papas fritas ____________________________________.
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5. ella / escribir / una / carta _________________________________.
6. nosotros / compartir / la / comida _________________________________.
7. usted / correr / 10 kilómetros _________________________________.
8. ustedes / escribir / cuentos _________________________________.
WEB CODE jcd- 0303
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Modelo
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Guided Practice Activities
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Me gustan, me encantan (p. 135) • To say you like one thing, use me gusta (I like) or me encanta (I love). • To say you like more than one thing, use me gustan or me encantan. • Put no in front of me gusta or me gustan to say you don’t like one or more things: No me gusta el café. No me gustan los huevos. One thing (singular)
More than one thing (plural)
Me gusta la leche.
Me gustan las manzanas.
Me encanta el té.
Me encantan los jugos.
A. Look at each noun. Write S if the noun is singular. Write P if it is plural.
1. _____ el cereal
5. _____ las salchichas
2. _____ el tocino
6. _____ las papas
3. _____ los huevos
7. _____ el pan
4. _____ las manzanas
8. _____ la pizza
B. Now, look at sentences using the same nouns from part A. Complete the verbs by writing a for the singular nouns and an for the plural nouns. Follow the models. Modelos Me encant a
el café.
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Me encant an
las fresas.
1. Me gust_____ el cereal.
5. Me encant_____ las salchichas.
2. Me gust_____ el tocino.
6. Me gust_____ las papas.
3. Me encant_____ los huevos.
7. Me encant_____ el pan.
4. Me gust_____ las manzanas.
8. Me gust_____ la pizza.
C. Complete the following exchanges by circling the correct word in parenthesis.
1. 2. 3.
ELENA:
¿Te ( gusta / gustan ) el helado?
ENRIQUE:
¡Sí! Me ( encanta / encantan ) el helado.
BERTA:
No me ( gusta / gustan ) las fresas.
ANA:
¿No? ¡Me ( encanta / encantan ) las fresas!
JOSÉ:
Me ( encanta / encantan ) la pizza.
LUIS:
¿Sí? A mí no. ¡Pero me ( encanta / encantan ) las hamburguesas!
WEB CODE jcd- 0304
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3A-3
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Me gustan, me encantan (continued) D. Complete the following sentences by writing encanta or encantan.
1. Me _______________ el queso.
4. Me _______________ el pan.
2. Me _______________ los plátanos.
5. Me _______________ el yogur.
3. Me _______________ los jugos.
6. Me _______________ las galletas.
E. Complete the following sentences by writing gusta or gustan.
1. ¿Te _______________ las sopas?
4. No me _______________ el tocino.
2. No me _______________ el queso.
5. ¿Te _______________ las naranjas?
3. No me _______________ la leche.
6. ¿Te _______________ las papas fritas?
F. Choose words from the list to complete each sentence about what you like or don’t like. el cereal las hamburguesas los perritos calientes
el desayuno el jamón la sopa de verduras
los huevos el queso la pizza
las salchichas el café las galletas
el yogur el té el jamón
1. Me gusta ___________________________. 4. No me gustan ____________________. 2. No me gusta ________________________. 5. ¡Me encanta ______________________! 3. Me gustan __________________________. 6. ¡Me encantan _____________________! G. Look at each drawing. Then write a sentence to say whether you like it or not. Follow the models.
Me gustan los huevos . OR Me gusta la pizza
. OR
No me gustan los huevos . No me gusta la pizza
.
1.
_________________________________________________________
2.
_________________________________________________________
3.
_________________________________________________________
4.
_________________________________________________________
96 Guided Practice Activities
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WEB CODE jcd- 0304
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Modelos
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Guided Practice Activities
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Lectura: Frutas y verduras de las Américas (pp. 138–139) A. As you can see by its title, the reading in your textbook is about fruits and vegetables. Think about some fruits and vegetables that you eat. Write the names (in English) of three fruits and three vegetables in the spaces below. FRUITS
VEGETABLES
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
B. Below are some Spanish words from the reading, categorized by whether they are a fruit or a vegetable. Choose the English word from the bank that you think is the best meaning for each example and write it in the blank. potato
beans
corn
Frutas:
pineapple
avocado
papaya
Verduras:
1. papaya _____________________________ 4. papa _____________________________ 2. piña ________________________________ 5. frijoles ___________________________
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3. aguacate ____________________________ 6. maíz _____________________________ C. On the first page of the reading you see pictures of an avocado, a mango, and a papaya. Read the information below about each fruit and answer the questions that follow. Aguacate: Mango: Papaya: • La pulpa es fuente de • Es originalmente de Asia. • Contiene mucha agua. energía y proteínas. • Tiene calcio y vitaminas • Tiene más vitamina C • Tiene vitaminas A y B. A y C. que la naranja.
1. Which fruits have vitamin A? ______________________
______________________
2. Which fruits have vitamin C? ______________________
______________________
3. Which fruit is not originally from the Americas?
______________________
D. Look at the recipe for a Licuado de plátano on the second page of the reading in your textbook. If the following statements are true, circle C for cierto (true); if they are false, circle F for falso (false).
1. C F The licuado is a hot beverage.
4. C F The blender is called a licuadora.
2. C F A plátano is a banana.
5. C F You should blend the ingredients for 2 minutes.
3. C F Milk is used in the recipe.
WEB CODE jcd- 0305
Guided Practice Activities
3A-5
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Presentación oral (p. 141) Task: You and a partner will role-play a telephone conversation in Spanish between an American exchange student and a host student in Uruguay. You will each take one of the two roles and gather information about the other person. A. You will role-play this conversation with a partner. Your role will be that of the host student. Here’s how to prepare: On a separate sheet of paper, make a list of two questions in Spanish that you might ask the exchange student. Find out: (a) what his or her favorite activities are (b) what he or she likes to eat and drink for breakfast (or lunch) B. Revise your work.
1. Work with your partner to coordinate answers and to come up with a greeting and a farewell for your conversation. Here is a way to begin: HOST STUDENT: ¡Hola, Pablo! Soy Rosa. EXCHANGE STUDENT: ¡Hola, Rosa! ¿Cómo estás? HOST STUDENT: Bien, gracias.
3. Finally, work on your ending. Look again at the Para empezar chapter in your textbook to get ideas for how to say good-bye. Below is a sample of how to end the conversation modeled above. EXCHANGE STUDENT: Bien, pues, ¡Hasta luego! HOST STUDENT: ¡Nos vemos! C. You will be asked to present your conversation with your partner. The host student will go first. Listen to what your partner says and continue the conversation appropriately.
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2. Now, work on completing the conversation. Use filler words that you have learned and the information you have collected from part A. See below for a model. HOST STUDENT: Pues Pablo, ¿te gusta ir a la escuela? EXCHANGE STUDENT: Sí, me gusta mucho. Me gusta dibujar y escribir cuentos. ¿Y tú? ¿Qué te gusta hacer en la escuela? HOST STUDENT: A mí también me gusta ir a la escuela. Me gusta mucho correr y practicar deportes, pero no me gusta estudiar mucho. Me gusta más la hora de almuerzo. ¿Qué te gusta comer en el almuerzo? EXCHANGE STUDENT: Yo como un sándwich de jamón y queso o una hamburguesa. ¿Y tú? HOST STUDENT: A mí me encantan las ensaladas. No me gusta nada la carne. ¿Qué te gusta beber? EXCHANGE STUDENT: Yo bebo los refrescos todos los días. ¿Qué bebes tú? HOST STUDENT: A mí me gustan los jugos de frutas o bebo agua.
Realidades
Nombre Fecha
Hora
Vocabulary Practice, Sheet 1
Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun.
la carne
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los cereales
las grasas
Guided Practice Activities
Vocabulary Practice 3B
99
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Vocabulary Practice, Sheet 2
Fecha
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100 Guided Practice Activities
Vocabulary Practice 3B
Realidades
Nombre
Hora
Vocabulary Practice, Sheet 3
Fecha
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levantar pesas
Tengo hambre.
hacer ejercicio
caminar
para la salud
Guided Practice Activities
Vocabulary Practice 3B
101
Realidades
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Vocabulary Practice, Sheet 4
Fecha
Creo que...
Estoy de acuerdo.
prefiero
Creo que sí.
No estoy de acuerdo.
deber
Creo que no.
cada día
102 Guided Practice Activities
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para mantener la salud
Realidades
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Vocabulary Practice, Sheet 5
Fecha
¿Por qué?
muchos, muchas
malo, mala
,
porque
todos, todas
,
sabroso, sabrosa
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,
algo
horrible
Guided Practice Activities
,
prefieres
Vocabulary Practice 3B
103
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Vocabulary Practice, Sheet 6
Fecha
hago
creer
haces
cada día
ser
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104 Guided Practice Activities
Vocabulary Practice 3B
Realidades
Nombre
Hora
Vocabulary Check, Sheet 1
Fecha
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
la cena el bistec la carne el pescado el pollo la cebolla los guisantes las judías verdes la lechuga las papas los tomates
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las uvas las zanahorias el arroz los cereales los espaguetis las grasas Fold In
la mantequilla el helado Guided Practice Activities
Vocabulary Check 3B
105
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Vocabulary Check, Sheet 2
Fecha
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
dinner beefsteak meat fish chicken onion peas green beans lettuce potatoes tomatoes grapes © Pearson Education, Inc. All rights reserved.
carrots rice grains spaghetti fats Fold In
butter ice cream 106 Guided Practice Activities
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Realidades
Nombre
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Vocabulary Check, Sheet 3
Fecha
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
los pasteles las bebidas caminar hacer ejercicio levantar pesas para mantener la salud algo muchos, muchas malo, mala
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sabroso, sabrosa todos, todas
Fold In Guided Practice Activities
Vocabulary Check 3B
107
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Vocabulary Check, Sheet 4
Fecha
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
pastries beverages to walk to exercise to lift weights to maintain one’s health something many
bad tasty, flavorful © Pearson Education, Inc. All rights reserved.
all
108 Guided Practice Activities
Vocabulary Check 3B
Fold In
To hear a complete list of the vocabulary for this chapter, go to Disc 1, Track 7 on the Guided Practice Audio CD, or go to www.phschool.com and type in the Web Code jcd-0399. Then click on Repaso del capítulo.
Realidades
Nombre
Hora
Fecha
Guided Practice Activities
3B-1
The plurals of adjectives (p. 156) • Adjectives, just like definite articles, must match the noun they accompany. Singular adjectives go with singular nouns, and plural adjectives go with plural nouns. • Adjectives that end in -o or -a must also match the noun. Masculine (-o) adjectives go with masculine nouns and feminine (-a) adjectives go with feminine nouns. • Adjectives that end in -e do not change to match masculine or feminine nouns. They still change to match singular and plural nouns: el libro interesante, las clases interesantes. Definite article
Noun
Adjective
masculine singular
el
pan
sabroso
feminine singular
la
sopa
sabrosa
masculine plural
los
jamones
sabrosos
feminine plural
las
galletas
sabrosas
A. Look at each noun. Write M if it is masculine or F if it is feminine.
1. __________ pan
6. ___________ jamón
2. __________ sopas
7. ___________ huevos
3. __________ yogur
8. ___________ quesos
4. __________ salchichas
9. ___________ galletas
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5. __________ pizza
10. ___________ hamburguesa
B. Now, go back to part A. Next to the M or F you wrote next to each noun, write S if the noun is singular and P if it is plural. C. Here are the nouns from part A. Now there are adjectives with them. Circle the correct adjective form for each noun.
1. pan ( sabroso / sabrosos )
6. jamón ( sabroso / sabrosa )
2. sopas ( sabrosos / sabrosas )
7. huevos ( sabrosa / sabrosos )
3. yogur ( sabrosos / sabroso )
8. quesos ( sabrosos / sabrosas )
4. salchichas ( sabrosas / sabrosa )
9. galletas ( sabrosa / sabrosas )
5. pizza ( sabrosos / sabrosa )
WEB CODE jcd- 0313
10. hamburguesas ( sabrosos / sabrosas )
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The plurals of adjectives (continued) D. Fill in the missing singular or plural form of each masculine adjective in the chart. Masculine singular
plural
divertido simpático atrevidos serios artístico E. Now, fill in the missing singular or plural form of each feminine adjective in the chart. Feminine singular
plural
divertidas simpática atrevidas seria artísticas
serio atrevido artístico
seria atrevida artística
serios atrevidos artísticos
serias atrevidas artísticas
1. Laura y Elena estudian mucho. Son ______________________. 2. Sandra monta en monopatín. Es ______________________. 3. Mario dibuja. Es ______________________. 4. Tomás y Beatriz trabajan mucho. Son ______________________. 5. Lorenzo y Fernando esquían. Son ______________________.
110 Guided Practice Activities
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WEB CODE jcd- 0313
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F. Choose an adjective from the group of words. Write its correct form in the space provided.
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Guided Practice Activities
3B-3
The verb ser (p. 158) • You have already learned and used some forms of the verb ser, which means to be: Yo soy serio. Tú eres simpática. Ella es artística. • Ser is an irregular verb. You will need to memorize its forms. yo
soy
nosotros/nosotras
somos
tú
eres
vosotros/vosotras
sois
usted/él/ella
es
ustedes/ellos/ellas
son
A. Choose the correct subject pronoun for each form of ser and circle it.
1. ( yo / él ) es
5. ( usted / tú ) es
2. ( ustedes / ella ) son
6. ( nosotros / ellas ) son
3. ( tú / ella ) eres
7. ( ellos / nosotros ) somos
4. ( ella / yo ) es
8. ( yo / él ) soy
B. Now, write the correct form of ser next to each subject pronoun.
1. tú __________________________________ 5. ellas _____________________________ 2. usted _______________________________ 6. nosotras __________________________ 3. ellos _______________________________ 7. yo _______________________________ 4. él __________________________________ 8. ustedes __________________________
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C. Complete the exchanges by writing in the correct form of ser.
1.
2.
3.
4.
VERA:
Yo _______________ estudiante. ¿Y tú?
GONZALO:
Yo _______________ estudiante también.
PABLO:
Tú _______________ muy deportista, ¿no?
ENRIQUE:
Sí, pero yo también _______________ muy estudioso.
INÉS:
Susana y Olivia _______________ muy divertidas.
MARCOS:
Sí. Olivia _______________ muy simpática también.
PACO Y LUIS:
Nosotros _______________ perezosos. No estudiamos mucho.
ANA:
Bueno, yo _______________ muy trabajadora. Me gusta estudiar.
WEB CODE jcd- 0314
Guided Practice Activities
3B-3
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The verb ser (continued) D. Look at each drawing. Complete the question with a form of ser. Follow the model. Modelo
¿Cómo
es
él?
¿Cómo _____________________ él?
2.
¿Cómo _____________________ tú?
3.
¿Cómo _____________________ ellas?
4.
¿Cómo _____________________ nosotras?
5.
¿Cómo _____________________ yo?
E. Now, complete each sentence with the correct form of ser and the correct adjective ending. Refer back to the art in part D. Follow the model. Modelo
Él
es
simpático
.
1. Él ___________________ artístic______. 2. Tú ___________________ perezos______. 3. Ellas ___________________ estudios______. 4. Nosotras ___________________ inteligente_____. 5. Yo ___________________ atrevid______. 112 Guided Practice Activities
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WEB CODE jcd- 0314
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1.
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Fecha
Guided Practice Activities
3B-5
Lectura: La comida de los atletas (pp. 162–163) Skimming is a useful technique to help you get through a reading. You think of general information that you are looking for. Then you quickly read the words to find it.
A. List three things you would expect to find in an article about an athlete’s eating habits.
1. ____________________________________________________________________________ 2. ____________________________________________________________________________ 3. ____________________________________________________________________________ B. Skim the article and check off the things in your list from part A that you find. C. Note that the pie chart in your textbook shows how much of an athlete’s diet can be divided into three categories. Next to each category below, write the English translation of the word. Then fill in the percentage number according to the pie chart.
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English
Number
1. carbohidratos
_____________________
___________ %
2. proteínas
_____________________
___________ %
3. grasas
_____________________
___________ %
D. The reading in your textbook gives a picture and a short description of what foods are good for each big meal of the day. Next to each food given below circle whether the reading says it is best for D (desayuno), A (almuerzo), or C (cena).
1. D A C
pan con mantequilla
4. D A C
papas
2. D A C
pasta
5. D A C
jalea
3. D A C
yogur
E. Read the selection below and answer the questions that follow.
La noche antes del partido, el jugador bebe un litro de jugo de naranja, y durante el partido bebe hasta dos litros de agua y bebidas deportivas. 1. Circle the three kinds of drinks mentioned in the reading. 2. What is a litro in English? ____________________ 3. When does the player drink a litro of orange juice? ________________________
WEB CODE jcd- 0315
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3B-5
113
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3B-6
Presentación escrita (p. 165) Task: You will make a poster in Spanish with three suggestions for better health. You will need to research what are proven good eating and exercise habits.
1 Prewrite. ●
Talk to classmates, teachers, the school nurse, or your parents about good eating and exercise habits, especially for teens. Then list their ideas under the following headings to help you organize your information: •
Debes comer _______________________________________________________________.
•
No debes comer mucho(a) ___________________________________________________.
•
Debes beber _______________________________________________________________.
•
No debes beber mucho(a) ___________________________________________________.
•
Debes ________________________________________________ para mantener la salud.
2 Draft. ●
Create your first draft on a separate sheet of paper. (You do not need to use posterboard for this draft.) List your ideas from the prewrite stage. Organize them in a neat or artistic way. Sketch out the visuals you want to include on the poster.
3 Revise. ●
A. Someone else will check your work for the following: ______ Have you communicated the three suggestions well? ______ Do the visuals help with the meaning? ______ Will the visuals make the poster attractive? ______ Are all words spelled correctly?
B. Rewrite your poster using the person’s suggestions.
4 Publish. ●
Your final draft will be on some sort of posterboard. You will want to carefully add any illustrations and designs you had sketched out in an earlier stage.
5 Evaluate. ●
Your teacher will tell you how your poster will be graded. Your teacher
will check:
• your completion of the task • the accuracy of your vocabulary and grammar • your effective use of visuals
114 Guided Practice Activities
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______ Are grammar and vocabulary used correctly?
Realidades
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Vocabulary Flash Cards, Sheet 1
Fecha
Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun.
© Pearson Education, Inc. All rights reserved.
15162
15177
Guided Practice Activities
Vocabulary Flash Cards 4A
115
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Vocabulary Flash Cards, Sheet 2
Fecha
la mezquita
la sinagoga
116 Guided Practice Activities
Vocabulary Flash Cards 4A
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el templo
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 3
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Fecha
la casa
Me quedo en casa.
¿Adónde?
en casa
a
a casa
el restaurante
a la, al
¿Con quién?
,
Guided Practice Activities
Vocabulary Flash Cards 4A
117
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Vocabulary Flash Cards, Sheet 4
Fecha
¿Cuándo?
los fines de semana
con mis/tus amigos
después
los lunes, los martes...
solo, sola
después de
tiempo libre
,
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Vocabulary Flash Cards 4A
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con mis amigos
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Vocabulary Flash Cards, Sheet 5
© Pearson Education, Inc. All rights reserved.
Fecha
de
¡No me digas!
¿De dónde eres?
para
generalmente
Guided Practice Activities
Vocabulary Flash Cards 4A
119
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Vocabulary Flash Cards, Sheet 6
Fecha
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120 Guided Practice Activities
Vocabulary Flash Cards 4A
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Vocabulary Check, Sheet 1
Fecha
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
ir de compras ver una película la lección de piano la biblioteca el café el campo en casa el centro comercial el cine
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el gimnasio la iglesia la mezquita las montañas el parque la piscina la playa Fold In
el restaurante
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Vocabulary Check 4A
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Vocabulary Check, Sheet 2
Fecha
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
to go shopping to see a movie
piano lesson (class) library café countryside at home mall
movie theater gym © Pearson Education, Inc. All rights reserved.
church mosque mountains park swimming pool beach Fold In
restaurant 122 Guided Practice Activities
Vocabulary Check 4A
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Vocabulary Check, Sheet 3
Fecha
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
la sinagoga el templo
el trabajo solo, sola ¿Cuándo? después después (de) los fines de semana los lunes, los martes...
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tiempo libre
Fold In
Guided Practice Activities
Vocabulary Check 4A
123
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Hora
Vocabulary Check, Sheet 4
Fecha
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
synagogue temple, Protestant church work, job alone When? afterwards after on weekends
on Mondays, on Tuesdays . . . free time © Pearson Education, Inc. All rights reserved.
124 Guided Practice Activities
Vocabulary Check 4A
Fold In
To hear a complete list of the vocabulary for this chapter, go to Disc 1, Track 8 on the Guided Practice Audio CD, or go to www.phschool.com and type in the Web Code jcd-0489. Then click on Repaso del capítulo.
Realidades
Nombre
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Guided Practice Activities
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4A-1
The verb ir (p. 180) • The verb ir means “to go.” It is irregular. Here are its forms. yo
voy
nosotros/nosotras
vamos
tú
vas
vosotros/vosotras
vais
usted/él/ella
va
ustedes/ellos/ellas
van
• ¡Vamos! means “Let’s go!” A. Choose the correct subject pronoun for each form of ir and circle it.
1. ( tú / él ) va
5. ( ustedes / él ) van
2. ( yo / usted ) voy
6. ( tú / yo ) vas
3. ( ellas / nosotras ) vamos
7. ( ellos / ella ) van
4. ( usted / ustedes ) va
8. ( yo / ella ) va
B. Now, write the correct form of ir next to each subject pronoun.
1. ella _______________________________ 2. ustedes ____________________________ 3. yo ________________________________ 4. nosotros ___________________________ 5. tú _________________________________
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6. él _________________________________ 7. ellos ______________________________ 8. usted _____________________________ C. Complete each sentence by writing in the correct form of ir.
1. Yo _________________ al cine para ver una película. 2. Ellas _________________ al parque para correr. 3. Nosotros ________________ al gimnasio para levantar pesas. 4. Tú _________________ al restaurante para comer. 5. Ella ___________________ a la piscina para nadar.
WEB CODE jcd- 0403
Guided Practice Activities
4A-1
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4A-2
The verb ir (continued) • When ir + a is followed by the definite article el, a + el combines to form al: (vamos a) + (el parque) = Vamos al parque. D. Complete each sentence by writing a form of ir + al or a la. Remember to use al when the noun after the write-on line is masculine. Use a la when the noun is feminine. Follow the models. Modelos Ellos
parque.
van al van a la
Ellos
oficina.
1. Silvia _________________________ casa. 2. Cristina y María _________________________ café. 3. Tú _________________________ playa. 4. Nosotros _________________________ parque. 5. Usted _________________________ campo. 6. Yo _________________________ piscina. • To ask where someone is going, use ¿Adónde? as in: ¿Adónde vas? • To answer, use forms of ir + a as in: Voy a la oficina. E. Complete the following exchanges by finishing the second sentence with a form of ir and the place indicated. Follow the model. Modelo
—¿Adónde vas? —Yo
voy al cine
.
1.
—¿Adónde vamos? —Nosotros ______________________________________________. el parque
2.
—¿Adónde van? —Ellas ___________________________________________________. el gimnasio
3.
—¿Adónde va? —Él _____________________________________________________. la piscina
4.
—¿Adónde voy? la iglesia
—Tú ____________________________________________________.
126 Guided Practice Activities
4A-2
WEB CODE jcd- 0403
© Pearson Education, Inc. All rights reserved.
el cine
Realidades
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4A-3
Asking questions (p. 184) • Interrogatives are words that you use to ask questions. Here are some Spanish interrogatives. Categories
Interrogatives
People
¿Quién?
¿Con quién?
Location
¿Dónde?
¿Adónde?
¿De dónde?
Things or actions
¿Qué?
¿Cuál?
¿Cuántos? / ¿Cuántas?
Reason
¿Por qué?
Time
¿Cuándo?
Description (how)
¿Cómo?
• You can change a statement into a question by raising your voice at the end: ¿Margarita va a la biblioteca? In this case, you do not use an interrogative. • These kinds of questions expect the answer will be yes or no. You can add ¿verdad? (right?) to the end to emphasize this: Margarita va a la biblioteca, ¿verdad? A. Each drawing or group of drawings represents a question category in the chart above. Write the interrogatives that go with each group. Follow the model. Modelo
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¿
1.
Cuándo
?
2.
3.
_____________________
______________________
__________________________
_____________________
______________________
__________________________
_____________________
__________________________ __________________________
WEB CODE jcd- 0404
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127
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4A-4
Asking questions (continued) • In Spanish questions with interrogatives, the verb comes before the subject: ¿Adónde va Margarita? B. Look at the following groups of exchanges. Write in the correct interrogative to complete each exchange. Use the interrogatives listed for each group. Location: ¿Dónde? ¿Adónde?
1. —¿___________________ van Natalia y Roberto? —Van a la biblioteca para estudiar. 2. —¿___________________ levantas pesas? — Levanto pesas en el gimnasio. People: ¿Quién? ¿Con quién?
3. —¿____________________ hablas mucho por teléfono? —Hablo mucho con mi amiga Tina. Ella es muy divertida. 4. —¿____________________ es su profesor de español? — Es la señora Oliveros. Es muy inteligente. Things: ¿Qué? ¿Cuántos?
5. —¿____________________ libros hay en la biblioteca? —¡Hay muchos! © Pearson Education, Inc. All rights reserved.
6. —¿____________________ comes para el desayuno? —Como pan tostado y tocino. Reason and Description: ¿Por qué? ¿Cómo?
7. —¿____________________ estudias tanto? — Soy muy trabajadora y me gusta leer. 8. —¿____________________ es la clase de matemáticas? — Es interesante, pero difícil.
128 Guided Practice Activities
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WEB CODE jcd- 0404
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4A-5
Asking questions (continued) C. Look at each group of phrases. Put them in order to form a question by numbering each group 1, 2, or 3. Then write them in order on the write-on line below. Follow the model. You can also look at the questions in part B for examples. Modelo
Paulina / adónde / va 3 1 2 ¿
Adónde va Paulina
?
1. es / el profesor de español / quién ____________________________________________________________________________
2. sillas / hay / cuántas ____________________________________________________________________________
3. Luisa / adónde / va ____________________________________________________________________________
4. cómo / ella / es ____________________________________________________________________________
5. corren / dónde / ellos
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____________________________________________________________________________
6. con quién / habla / Margarita ____________________________________________________________________________
WEB CODE jcd- 0404
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129
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4A-6
Lectura: Al centro comercial (pp. 188–189) A. List four events that you think would take place at a special-event week in a shopping center near you.
1. _________________________________
3. __________________________________
2. _________________________________
4. __________________________________
B. According to the reading in your book, what are the dates for the event week at the Plaza del Sol? Write the answers in English below, next to the days of the week you are given. Monday, ___________________________
Friday, ___________________________
Tuesday, ___________________________
Saturday, _________________________
Wednesday, ________________________
Sunday, __________________________
Thursday, __________________________ C. Look at the word bank below. Choose which expression in English best matches with the words you are given and write it in the spaces provided. Andean music Evening of tango
Yoga class Photography show
Evening of jazz Yoga performance
1. Música andina
______________________________________________________
2. Clase de yoga
______________________________________________________
3. Noche de jazz
______________________________________________________
5. Exhibición de yoga
______________________________________________________
6. Noche de tango
______________________________________________________
D. Read the description of Andean music and answer the questions that follow.
El grupo Sol Andino toca música andina fusionada con bossa nova y jazz el lunes a las 8.00 P.M. Abierto al público. 1. Circle the name of the group in the paragraph above. 2. What does this group fuse with its brand of Andean music? _________________________ and ______________________________________________
3. Can the public attend this show? ______________________________________________
130 Guided Practice Activities
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WEB CODE jcd- 0405
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4. Exposición de fotografía _____________________________________________________
Realidades
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Hora
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Fecha
4A-7
Lectura: Al centro comercial (continued ) E. Read the description of the yoga class and answer the questions that follow.
La práctica de yoga es todos los martes desde las 7.00 hasta las 9.00 P.M. La instructora Lucía Gómez Paloma enseña los secretos de esta disciplina. Inscríbase al teléfono 224-24-16. Vacantes limitadas. 1. How long does the yoga class last? ____________________________________________ 2. What does the sequence of numbers 224-24-16 stand for? ________________________ 3. Can anyone attend this class? _________________________________________________ Why or why not? ___________________________________________________________ F. After looking through the readings in your textbook, you know that four events are Música andina Clase de yoga Sábado flamenco Clase de repostería
explained in detail. These events are listed below. You must choose which event goes with the descriptions you are given. Write the name of the event in the space provided.
1. _______________________________ instructora Lucía Gómez Paloma 2. _______________________________ guitarrista Ernesto Hermoza 3. _______________________________ grupo Sol Andino 4. _______________________________ la Repostería Ideal
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5. _______________________________ maestro Rudolfo Torres 6. _______________________________ es el sábado a las 8.00 P.M.
WEB CODE jcd- 0405
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4A-7
131
Realidades
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4A-8
Presentación oral (p. 191) Task: You and a partner will play the roles of a new student and a student who has been at school for awhile. This student must find out about the new student. A. You will need to prepare the role of the student who has been at the school for awhile. On a separate sheet of paper, make a list of four questions you have for the new student. Then, think of a greeting to introduce yourself. First question: Find out where the new student is from. Second question: Find out what activities the new student likes to do. Third question: Find out on what days of the week the student likes to do things. Fourth question: Find out with whom the new student does these activities. B. You will need to practice your conversation.
1. First, work on the greeting. See below for a model. EXPERIENCED STUDENT: ¡Hola, amigo! Soy Ana María. ¿Cómo te llamas? NEW STUDENT: Me llamo Miguel Ángel.
3. Now work on a closing. Use the following as a model: EXPERIENCED STUDENT: ¡Bueno, hasta luego Miguel Ángel! NEW STUDENT: ¡Nos vemos, Ana María! C. You will need to present your conversation. Make sure you do the following in your presentation: _____ provide and obtain all the necessary information _____ have no breaks in the conversation _____ speak clearly
132 Guided Practice Activities
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2. Now, you will need to put together your questions and answers in a conversation. Use the following as a model: EXPERIENCED STUDENT: ¿De dónde eres, Miguel Ángel? NEW STUDENT: Soy de Barranquilla, Colombia. EXPERIENCED STUDENT: Bien. ¿Qué te gusta hacer en tu tiempo libre? NEW STUDENT: Me gusta ir al campo, nadar en el mar y caminar en las montañas. EXPERIENCED STUDENT: A mí también me gusta ir al campo. ¿Cuándo vas tú al campo? NEW STUDENT: Voy al campo los fines de semana. Me gusta caminar cuando estoy de vacaciones. EXPERIENCED STUDENT: ¿Y con quién vas al campo o a las montañas? NEW STUDENT: Voy con mi familia.
Realidades
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Vocabulary Practice, Sheet 1
Fecha
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Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun.
Guided Practice Activities
Vocabulary Practice 4B
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Vocabulary Practice, Sheet 2
Fecha
,
(yo) sé
,
134 Guided Practice Activities
Vocabulary Practice 4B
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(tú) sabes
Realidades
Nombre
Hora
Vocabulary Practice, Sheet 3
Fecha
contento, contenta
¿A qué hora?
de la mañana
a la una
de la noche
a las ocho
de la tarde
,
enfermo, enferma
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,
mal
Guided Practice Activities
Vocabulary Practice 4B
135
Realidades
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Hora
Vocabulary Practice, Sheet 4
Fecha
este fin de semana
esta noche
136 Guided Practice Activities
¡Ay! ¡Qué pena!
contigo
¡Genial!
(yo) puedo
¡Qué buena idea!
Vocabulary Practice 4B
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esta tarde
conmigo
Realidades
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Hora
Vocabulary Practice, Sheet 5
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Fecha
¡Oye!
¿Te gustaría?
demasiado
lo siento
me gustaría
entonces
(yo) quiero
Tengo que...
un poco (de)
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Vocabulary Practice, Sheet 6
Fecha
(tú) puedes
(tú) quieres
ir a + infinitive
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138 Guided Practice Activities
Vocabulary Practice 4B
Realidades
Nombre
Hora
Vocabulary Check, Sheet 1
Fecha
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
el baile el concierto la fiesta el partido ir de cámping ir de pesca jugar al básquetbol jugar al béisbol jugar al fútbol
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jugar al fútbol americano jugar al golf jugar al tenis jugar al vóleibol cansado, cansada contento, contenta Fold In Guided Practice Activities
Vocabulary Check 4B
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Realidades
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Vocabulary Check, Sheet 2
Fecha
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
dance concert party game, match to go camping to go fishing to play basketball to play baseball to play soccer to play football
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to play golf to play tennis to play volleyball tired
happy Fold In
140 Guided Practice Activities
Vocabulary Check 4B
Realidades
Nombre
Hora
Vocabulary Check, Sheet 3
Fecha
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
enfermo, enferma ocupado, ocupada triste a la una de la mañana de la noche
de la tarde este fin de semana
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esta noche esta tarde ¡Ay! ¡Qué pena! ¡Genial! lo siento ¡Qué buena idea!
Fold In Guided Practice Activities
Vocabulary Check 4B
141
Realidades
Nombre
Hora
Vocabulary Check, Sheet 4
Fecha
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
sick
busy
sad at one (o’clock) in the morning in the evening, at night in the afternoon this weekend
this evening © Pearson Education, Inc. All rights reserved.
this afternoon Oh! What a shame! Great! I’m sorry What a good idea!
142 Guided Practice Activities
Vocabulary Check 4B
Fold In
To hear a complete list of the vocabulary for this chapter, go to Disc 1, Track 9 on the Guided Practice Audio CD, or go to www.phschool.com and type in the Web Code jcd-0499. Then click on Repaso del capítulo.
Realidades
Nombre
Hora
Fecha
Guided Practice Activities
4B-1
Ir + a + infinitive (p. 206) • You have already learned to use the verb ir (to go). To review, here are its forms, which are irregular. yo
voy
nosotros/nosotras
vamos
tú
vas
vosotros/vosotras
vais
usted/él/ella
va
ustedes/ellos/ellas
van
• As you have learned, the infinitive is the basic form of the verb (hablar, comer, leer, etc.). It is equivalent to “to . . .” in English: to talk, to eat, to read. • When you use ir + a with an infinitive, it means you or others are going to do something in the future. It is the same as “I am going to . . .” in English: Voy a leer el libro. Vamos a ver la película. A. Review by writing the correct form of ir next to each subject pronoun.
1. tú __________________________________ 5. ella ______________________________ 2. ellos _______________________________ 6. yo _______________________________ 3. él __________________________________ 7. ustedes __________________________ 4. usted _______________________________ 8. nosotras __________________________ B. Now complete each sentence with the correct form of ir.
1. Marta y Rosa __________________ a estudiar esta tarde. 2. Yo __________________ a jugar al tenis esta tarde. © Pearson Education, Inc. All rights reserved.
3. Tú __________________ a montar en monopatín mañana. 4. Nosotras __________________ a bailar mañana. 5. Ustedes __________________ a correr esta tarde. 6. Serena __________________ a ir de cámping mañana. C. Complete the exchanges with the correct form of ir.
1. 2. 3.
LAURA:
¿Qué __________________ a hacer este fin de semana?
CARLOS:
Yo __________________ a jugar al golf.
ANA:
¿Qué __________________ a hacer ustedes mañana?
TOMÁS:
Nosotros __________________ a trabajar.
ERNESTO:
¿Qué __________________ a hacer Susana hoy?
RICARDO:
Ella y yo __________________ a ir al cine. WEB CODE jcd- 0413
Guided Practice Activities
4B-1
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4B-2
Ir + a + infinitive (continued) D. Write questions with ir + a + hacer. Follow the models. Modelos
(tú) / hacer hoy ¿Qué vas
a hacer hoy
(ellos) / hacer este fin de semana ¿Qué van a hacer este fin
?
de semana
?
1. yo / hacer esta tarde ¿Qué _____________________________________________________________________? 2. nosotros / hacer mañana ¿Qué _____________________________________________________________________? 3. ustedes / hacer hoy ¿Qué _____________________________________________________________________? 4. tú / hacer este fin de semana ¿Qué _____________________________________________________________________? 5. ella / hacer esta mañana ¿Qué _____________________________________________________________________? E. Write sentences to say what the people shown are going to do tomorrow. Follow the model. Modelo
Roberto
Roberto va a jugar al béisbol. 1.
Ana
2.
Juan y José ______________________________________________________________
3.
tú ______________________________________________________________
4.
yo ______________________________________________________________
144 Guided Practice Activities
4B-2
WEB CODE jcd- 0413
© Pearson Education, Inc. All rights reserved.
______________________________________________________________
Realidades
Nombre
Hora
Fecha
Guided Practice Activities
4B-3
The verb jugar (p. 208) • Jugar (to play a sport or game) uses the regular -ar present tense endings. • However, jugar does not use the same stem in all its forms. Jugar is a stemchanging verb. In most forms, it uses jueg- + the -ar endings. But in the nosotros/nosotras, vosotros/vosotras forms, it uses jug- + the -ar endings. • Here are the forms of jugar: yo
juego
nosotros/nosotras
jugamos
tú
juegas
vosotros/vosotras
jugáis
usted/él/ella
juega
ustedes/ellos/ellas
juegan
A. Circle the forms of jugar in each sentence. Underline the stem in each form of jugar.
1. Yo juego al tenis este fin de semana. 2. Ellos juegan al básquetbol esta noche. 3. Nosotros jugamos videojuegos mañana. 4. Ustedes juegan al golf este fin de semana. 5. Tú y yo jugamos al béisbol esta tarde. 6. Tú juegas al fútbol americano este fin de semana. 7. Ella juega al fútbol esta tarde. 8. Nosotras jugamos al vóleibol hoy.
© Pearson Education, Inc. All rights reserved.
B. Now, write the forms of jugar you circled in part A. Put them in the corresponding rows of the table. The first one has been done for you. Subject pronoun
Form of jugar
1. yo
juego
2. ellos 3. nosotros 4. ustedes 5. tú y yo 6. tú 7. ella 8. nosotras
WEB CODE jcd- 0414
Guided Practice Activities
4B-3
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4B-4
The verb jugar (continued) C. Write questions with jugar. Follow the model. Modelo
usted
µA qué juega? 1. tú
4. ella
____________________________________
2. nosotros
__________________________________
5. tú y yo
____________________________________
3. yo
__________________________________
6. ustedes
____________________________________
__________________________________
D. Now write sentences to say what people are playing. Follow the model. Modelo
Eduardo
Eduardo juega al fútbol. 1.
Rosa y Ana ______________________________________________________________
2.
nosotros ______________________________________________________________ yo ______________________________________________________________
4.
tú ______________________________________________________________
5.
ustedes ______________________________________________________________
146 Guided Practice Activities
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WEB CODE jcd- 0414
© Pearson Education, Inc. All rights reserved.
3.
Realidades
Nombre
Hora
Fecha
Guided Practice Activities
4B-5
Lectura: Sergio y Lorena: El futuro de golf (pp. 212–213) A. A list of personal information is given about each golfer in your textbook reading. Below are several of the categories for each piece of information. Write what you think is the English word for each category below.
1. 2. 3. 4. 5. 6.
Nombre
_________________________________________________
Fecha de nacimiento
_________________________________________________
Lugar de nacimiento
_________________________________________________
Su objetivo
_________________________________________________
Profesional
_________________________________________________
Universidad
_________________________________________________
B. Look at the list of aficiones (interests) for each golfer below. Then, answer the questions that follow. SERGIO: LORENA:
Real Madrid, tenis, fútbol, videojuegos básquetbol, tenis, bicicleta de montaña, correr, nadar, comida italiana
1. What one interest do both golfers share? 2. What interest does Sergio have that is not a sport? 3. What interest does Lorena have that is not a sport?
__________________________ __________________________ __________________________
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C. Look at the following sentences from the reading. Circle S if they are about Sergio and L if they are about Lorena.
1. 2. 3. 4. 5. 6.
S L
Juega para el Club de Campo del Mediterráneo en Borriol.
S L
Es la mejor golfista de México.
S L
Su padre Víctor es golfista profesional.
S L
Tiene el nombre “El niño.”
S L
Quiere ser la golfista número uno.
S L
A la edad de 17 años gana su primer torneo de profesionales.
D. Now, answer the questions about the two golfers from the reading. Write in either Lorena, Sergio, or both depending on the best answer.
1. 2. 3. 4. 5. 6.
Who was born in 1980?
_________________________________
Who is from Spain?
_________________________________
Who likes soccer?
_________________________________
Who likes tennis?
_________________________________
Who went to the University of Arizona?
_________________________________
Who wants to be the best golfer in the world?
_________________________________
WEB CODE jcd- 0415
Guided Practice Activities
4B-5
147
Realidades
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Hora
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Fecha
4B-6
Presentación escrita (p. 215) Task: Pretend you want to invite a friend to an upcoming special event on your calendar. You will need to write one invitation to that friend and anyone else you want to invite.
1 Prewrite. ●
Think about what event you want to attend. Fill in the information below about the event. Name of event: When (day and time):
____________________________________________________ ___________________________________________________
Where:
____________________________________________________
Who is going:
____________________________________________________
2 Draft. ●
Use the information from step 1 to write a first draft of your invitation on a separate sheet of paper. See below for a model.
∂Hola amigos! Quiero invitarlos a una noche de baile caribeño en la sala de reuniones de la iglesia. La fiesta va a ser de las siete de la tarde hasta las once de la noche, el viernes, el cinco de mayo. Quiero verlos a todos ustedes allí. Su amiga, Melisa 3 Revise. ●
A. Read your note and check for the following: _____ Did you use verbs correctly? _____ Is all the necessary information included? _____ Is there anything you should add or change? B. Rewrite your invitation if there were any problems.
4 Publish. ●
Write a final copy of your invitation, making any necessary changes. Be sure to write or type neatly, as others will need to read your writing. You may also add a border decoration.
148 Guided Practice Activities
4B-6
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_____ Is the spelling correct? (Consult a dictionary if you are not sure.)
Realidades
Nombre Fecha
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Vocabulary Flash Cards, Sheet 1
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Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun.
Guided Practice Activities
Vocabulary Flash Cards 5A
149
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Nombre
Hora
Vocabulary Flash Cards, Sheet 2
Fecha
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150 Guided Practice Activities
Vocabulary Flash Cards 5A
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 3
Fecha
el esposo
la esposa
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el cumpleaños
Guided Practice Activities
Vocabulary Flash Cards 5A
151
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 4
Fecha
la hermanastra
los hijos
el hijo
la hija
el padrastro
152 Guided Practice Activities
Vocabulary Flash Cards 5A
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el hermanastro
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 5
Fecha
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la madrastra
¡Feliz cumpleaños!
Guided Practice Activities
celebrar
Vocabulary Flash Cards 5A
153
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Nombre
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Vocabulary Flash Cards, Sheet 6
Fecha
preparar
sacar fotos
la foto
que
sólo
mayor, mayores
menor, menores
la persona
154 Guided Practice Activities
Vocabulary Flash Cards 5A
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el video
Realidades
Nombre
Hora
Vocabulary Check, Sheet 1
Fecha
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
el abuelo la abuela el hermano la hermana el hijo la hija el padre (papá) la madre (mamá) el primo la prima
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el tío la tía la persona el gato el perro
Fold In
Guided Practice Activities
Vocabulary Check 5A
155
Realidades
Nombre
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Vocabulary Check, Sheet 2
Fecha
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
grandfather grandmother brother sister son daughter father mother cousin (male) cousin (female) uncle © Pearson Education, Inc. All rights reserved.
aunt person cat dog
Fold In
156 Guided Practice Activities
Vocabulary Check 5A
Realidades
Nombre
Hora
Vocabulary Check, Sheet 3
Fecha
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
abrir celebrar decorar hacer un video romper sacar fotos la cámara ¡Feliz cumpleaños!
los dulces
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la flor, pl. las flores el globo la luz, pl. las luces el papel picado
el pastel el regalo Fold In
Guided Practice Activities
Vocabulary Check 5A
157
Realidades
Nombre
Hora
Vocabulary Check, Sheet 4
Fecha
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
to open to celebrate to decorate to videotape to break to take pictures camera Happy birthday!
candy flower © Pearson Education, Inc. All rights reserved.
balloon light cut-paper decorations cake gift, present
158 Guided Practice Activities
Vocabulary Check 5A
Fold In
To hear a complete list of the vocabulary for this chapter, go to Disc 2, Track 1 on the Guided Practice Audio CD, or go to www.phschool.com and type in the Web Code jcd-0589. Then click on Repaso del capítulo.
Realidades
Nombre
Hora
Guided Practice Activities
Fecha
5A-1
The verb tener (p. 228) • You have already learned some forms of the verb tener (to have): tengo, tienes. • Tener is an irregular verb. Here are its forms. yo
tengo
nosotros/nosotras
tenemos
tú
tienes
vosotros/vosotras
tenéis
usted/él/ella
tiene
ustedes/ellos/ellas
tienen
A. Write the correct form of tener next to each subject pronoun.
1. él
_________________
4. nosotras
_________________
2. usted
_________________
5. yo
_________________
3. ellos
_________________
6. tú
_________________
• Tener is used to show relationship or possession. Tengo dos hermanas. I have two sisters. Tienes una bicicleta. You have a bicycle. • Tener is also used to express age, hunger, and thirst. Tengo catorce años. I am fourteen years old. Tengo hambre. I am hungry. Tengo sed. I am thirsty. B. Read each numbered sentence with tener. Then write the number of that sentence in the correct column in the chart, depending on whether tener is used to express possession, age, thirst/hunger, or relationship. Follow the model.
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possession
age
thirst/hunger
relationship
#1 1. ¿Cuántos años tiene tu tío? 2. Nosotras tenemos diez primos. 3. ¿Tiene sed tu padre?
4. Mi hermana tiene tres años. 5. Yo tengo un regalo para mi abuela. 6. Mis primos tienen mucha hambre.
C. Now look at the following sentences and write in the missing forms of tener.
1. Mi prima Ana _________________ once años. 2. Yo _________________ un regalo para mi tía. 3. Mis hermanos _________________ mucha hambre. 4. Nosotros _________________ tres gatos. 5. ¿Cuántos años _________________ tu padre? 6. ¿ _________________ sed tu hermano? WEB CODE jcd- 0504
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5A-1
159
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D. Look at the family tree. Write forms of tener to complete each sentence below it.
Capitán
Alfonso
León
Ramón
Patricia
Luis
Alicia
Sara
Mariluisa
Carmen
Anita
Roberto
Eduardo
Carlos
Margarita
1. Patricia _________________ tres primos. 2. Alfonso y Alicia _________________ siete nietos. 3. Carlos _________________ un tío. 4. Mariluisa, tú _________________ tres hermanos. 6. Nosotros _________________ un perro y un gato. E. Now, answer the following questions in complete sentences.
1. ¿Cuántos años tienes? Yo ________________________________________________________________________.
2. ¿Cuántos hermanos tienes? Yo ________________________________________________________________________.
3. ¿Tienes sed? Sí / No, ___________________________________________________________________.
4. ¿Tienes hambre? Sí / No, ___________________________________________________________________.
160 Guided Practice Activities
5A-2
WEB CODE jcd- 0504
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5. Roberto y Carlos _________________ una hermana.
Realidades
Nombre
Hora
Guided Practice Activities
Fecha
5A-3
Possessive adjectives (p. 232) • Possessive adjectives are used to indicate who owns what and to show relationships. • In English, my, your, his, her, our, and their are possessive adjectives. yo
mi/mis
nosotros nosotras
nuestro/nuestros nuestra/nuestras
tú
tu/tus
vosotros vosotras
vuestro/vuestros vuestra/vuestras
usted/él/ella
su/sus
ustedes/ellos/ellas su/sus
• Spanish possessive adjectives, just like other adjectives, change their endings to reflect number. The nosotros and nosotras forms (nuestro, nuestra, nuestros, nuestras) also change to reflect gender. mi hermano / mis hermanos mi hija / mis hijas tu flor / tus flores
BUT: nuestro tío / nuestros tíos nuestra tía / nuestras tías
A. Look at each noun. Write S if the noun is singular and P if it is plural.
1. _____ primo
5. _____ pastel
2. _____ regalos
6. _____ tío
3. _____ hijas
7. _____ globos
4. _____ flor
8. _____ familias
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B. Now, circle the correct possessive adjective for each of the nouns from part A.
1. ( mi / mis ) primo
5. ( tu / tus ) pastel
2. ( su / sus ) regalos
6. ( mi / mis ) tío
3. ( tu / tus ) hijas
7. ( su / sus ) globos
4. ( mi / mis ) flor
8. ( tu / tus ) familias
C. Write mi in front of each singular noun and mis in front of each plural noun.
1. _________________ piñata 2. _________________ hermanos 3. _________________ regalos 4. _________________ flores
WEB CODE jcd- 0505
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5A-3
161
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5A-4 5A-1
Possessive adjectives (continued) D. Look at each noun. Circle S if it is singular and P if it is plural. Circle M if it is masculine and F if it is feminine. Follow the model. Modelo
pasteles
( S / P ) and ( M / F )
1. decoraciones
( S / P ) and ( M / F )
4. flores
( S / P ) and ( M / F )
2. hijos
( S / P ) and ( M / F )
5. luz
( S / P ) and ( M / F )
3. gato
( S / P ) and ( M / F )
6. globos
( S / P ) and ( M / F )
E. Below are the nouns from part D. Write nuestro, nuestra, nuestros, or nuestras in front of each one. Follow the model. Modelo
nuestros
pasteles
1. _________________ decoraciones
4. _________________ flores
2. _________________ hijos
5. _________________ luz
3. _________________ gato
6. _________________ globos
F. Circle the correct word to complete each sentence.
1. Tenemos ( nuestros / nuestras ) decoraciones en el coche. 2. Voy a la fiesta con ( mi / mis ) abuelos. 3. Aquí tienes ( tu / tus ) regalo. 4. Alicia va a hacer una piñata con ( su / sus ) hermano. 5. ( Nuestro / Nuestra ) familia saca muchas fotos en las fiestas. 6. Ella va a la fiesta con ( su / sus ) perro.
Modelos nuestro: Ella es mi:
nuestra
Roberto y Luis son
tía.
mis
primos.
1. tu:
Elena y Margarita son _________________ hermanas.
2. mi:
León es _________________ perro.
3. nuestro:
Ellos son _________________ primos.
4. su:
Adela es _________________ abuela.
5. su:
Adela y Hernando son _________________ abuelos.
6. nuestro:
Roberto es _________________ hijo.
7. nuestro:
Lidia y Susana son _________________ tías.
162 Guided Practice Activities
5A-4
WEB CODE jcd- 0505
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G. Write the correct form of the possessive adjective indicated to complete each sentence. Follow the models.
Realidades
Nombre Fecha
Hora
Guided Practice Activities
5A-5
Lectura: Mis padres te invitan a mi fiesta de quince años (pp. 238–239) A. Part of the reading in your textbook is an invitation to a special birthday celebration. Before skimming the reading, write four pieces of information you would expect to find on an invitation to such a party.
1. ____________________________ 2. ____________________________
Felipe Rivera López y Guadalupe Treviño Ibarra esperan el honor de su asistencia el sábado, 15 de mayo de 2004 para celebrar los quince años de su hija María Teresa Rivera Treviño.
3. ____________________________ 4. ____________________________ B. Read through the text of the first part of the invitation (top right). Complete the following.
1. Circle the day of the week in the paragraph above. 2. Underline the date of the party. 3. What is the daughter’s full name? _____________________
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__________________________
Misa a las cuatro de la tarde Iglesia Nuestra Señora de Guadalupe 2374 Avenida Linda Vista, San Diego, California Recepción y cena-baile a las seis de la tarde Restaurante Luna 7373 Calle Florida, San Diego, California
C. Now, read the second part of the invitation and answer the questions below.
1. Write the times that each of the following takes place: (a) the Mass _________________
(b) the reception _________________
2. What will people be doing at the reception? ____________________________________ 3. At what kind of place will the reception be held? _______________________________ D. Now look back at part A. Did you find all of the information you were looking for in the reading? Fill in the simple facts of the reception below. For whom:
____________________________________________________________
Time:
____________________________________________________________
Date:
____________________________________________________________
Location:
____________________________________________________________ WEB CODE jcd- 0506
Guided Practice Activities
5A-5
163
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5A-6
Presentación oral (p. 241) Task: Pretend you are living with a host family in Chile. They want to know about your family back home. Show them photographs of two family members and talk about the people shown. A. You will need to have brought in two family photos or “created” photos from an imaginary family by using pictures from a magazine. Use the chart below to organize what you want to say about each person. Follow the model and write similar information about your family members. Nombre
Es mi...
Edad
Actividad favorita
Isabel
hermana menor
9 años
le gusta cantar
B. Since you will be presenting the information above orally, you will need to put everything into complete sentences. Read the model below to get you started. Be sure to practice speaking clearly when you read the model.
Se llama Isabel. Ella es mi hermana menor. Tiene nueve años. A Isabel le gusta cantar. Es muy artística. C. Fill in the spaces below with the information you gathered from part A. Make sure you provide all the information you listed about each person.
Tiene ________________ años. A _________________ le gusta ________________. Es _________________.
Person 2: Se llama _________________. ( Él / Ella ) es mi _________________. Tiene ________________ años. A _________________ le gusta ________________. Es _________________. D. Practice your presentation with the photos. Remember to: ______ provide all the information on each family member. ______ use complete sentences. ______ speak clearly.
164 Guided Practice Activities
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Person 1: Se llama _________________. ( Él / Ella ) es mi _________________.
Realidades
Nombre Fecha
Hora
Vocabulary Flash Cards, Sheet 1
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Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun.
Guided Practice Activities
Vocabulary Flash Cards 5B
165
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 2
Fecha
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166 Guided Practice Activities
Vocabulary Flash Cards 5B
Realidades
Nombre Fecha
Hora
Vocabulary Flash Cards, Sheet 3
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traer
el plato principal
Guided Practice Activities
Vocabulary Flash Cards 5B
167
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 4
Fecha
corto, corta
guapo, guapa
,
el joven
,
el pelo
canoso
castaño
negro
rubio
168 Guided Practice Activities
Vocabulary Flash Cards 5B
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la joven
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 5
Fecha
pelirrojo, pelirroja
delicioso, deliciosa
,
pedir
desear
,
Me falta(n)...
rico, rica
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,
Quisiera...
ahora
Guided Practice Activities
¿Algo más?
Vocabulary Flash Cards 5B
169
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Hora
Vocabulary Flash Cards, Sheet 6
Fecha
De nada.
otro, otra
¿Me trae...?
,
¡Qué...!
largo, larga
yo traigo
el joven
de postre
170 Guided Practice Activities
Vocabulary Flash Cards 5B
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Le traigo...
Realidades
Nombre
Hora
Vocabulary Check, Sheet 1
Fecha
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
el hombre la mujer corto, corta joven largo, larga viejo, vieja el pelo canoso castaño negro
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rubio pelirrojo, pelirroja desear pedir el plato principal Fold In Guided Practice Activities
Vocabulary Check 5B
171
Realidades
Nombre
Hora
Vocabulary Check, Sheet 2
Fecha
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
man woman short (length) young long old hair gray brown (chestnut) black blond © Pearson Education, Inc. All rights reserved.
red-haired
to want to order main dish
Fold In
172 Guided Practice Activities
Vocabulary Check 5B
Realidades
Nombre
Hora
Vocabulary Check, Sheet 3
Fecha
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
el postre rico, rica el azúcar la cuchara el cuchillo la pimienta el plato la sal la servilleta la taza
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el tenedor el vaso el camarero la camarera la cuenta el menú Fold In Guided Practice Activities
Vocabulary Check 5B
173
Realidades
Nombre
Hora
Vocabulary Check, Sheet 4
Fecha
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
dessert rich, tasty sugar spoon knife pepper plate, dish salt napkin cup fork © Pearson Education, Inc. All rights reserved.
glass waiter waitress bill menu
174 Guided Practice Activities
Vocabulary Check 5B
Fold In
To hear a complete list of the vocabulary for this chapter, go to Disc 2, Track 2 on the Guided Practice Audio CD, or go to www.phschool.com and type in the Web Code jcd-0599. Then click on Repaso del capítulo.
Realidades
Nombre
Hora
Fecha
Guided Practice Activities
5B-1
The verb venir (p. 256) • The forms of venir are similar to the forms of tener that you just learned. Notice that the yo forms of both verbs end in -go. yo
vengo
nosotros/nosotras
venimos
tú
vienes
vosotros/vosotras
venís
usted/él/ella
viene
ustedes/ellos/ellas
vienen
A. Circle all the forms of venir you see in this conversation. RAÚL: ANA: RAÚL: ANA: RAÚL:
¿Vienes a la fiesta? Si, vengo a las ocho y media. Mis padres vienen también. Muy bien. Mis amigos no vienen, pero mi hermano sí viene. ¿Cuándo vienen? Venimos a las nueve.
B. Now, write the forms of venir that you circled in part A in the correct row of the table. Write only one form of venir for each subject pronoun. The first one has been done for you. Subject pronoun
Form of venir
1. yo 2. tú
Vienes
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3. usted/él/ella 4. nosotros 5. ustedes/ellos/ellas C. Complete the following conversation by circling the correct forms of venir. ISABEL: MÍA: ISABEL: MÍA: ISABEL: MÍA:
¿( Vienes / Vienen ) ustedes a la fiesta? Sí, Marcos y yo ( vienen / venimos ). Pero Luis no ( vienes / viene ). ¿Por qué no ( viene / vengo ) Luis? Tiene que trabajar. ¿( Venimos / Vienes ) tú? Sí. ( Vengo / Vienen ) a las ocho. ¡Qué bien! Nosotros ( venimos / vienes ) a las ocho también.
WEB CODE jcd- 0513
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5B-1
175
Realidades
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Hora
Guided Practice Activities
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5B-2
• Venir is used to say that someone is coming to a place or an event. D. Write forms of venir to say when people are coming to the party.
1. Nosotras _________________ a las ocho y cuarto. 2. Tú _________________ a las nueve menos cuarto. 3. Elena y Olga _________________ a las nueve y media. 4. Yo _________________ a las ocho. 5. Marcos _________________ a las diez y cuarto. 6. Usted _________________ a las diez menos cuarto. 7. Ustedes _________________ a las diez. E. This agenda shows when people have appointments. Complete each sentence to say when each person is coming. Follow the model. Modelo
La Sra. Ramos viene a las ocho y media.
1. _______________________________ a las nueve. 2. _______________________________ a las diez. 3. _______________________________ a las once menos cuarto. 4. _______________________________ a las once y media. 5. _______________________________ a las doce. 6. _______________________________ a la una. © Pearson Education, Inc. All rights reserved.
7. _______________________________ a las dos y media. 8. _______________________________ a las tres y media. F. Answer each question by completing the sentences. Follow the model. Modelo
¿A qué hora vienes a la clase de español? Yo
vengo
a la clase de español
a las diez y media
.
1. ¿A qué hora vienes a la escuela? Yo _________________ a la escuela _______________________.
2. ¿A qué hora vienes a la clase de español? Yo _________________ a la clase de español _______________________.
3. ¿A qué hora vienes a casa? Yo _________________ a casa _______________________.
176 Guided Practice Activities
5B-2
WEB CODE jcd- 0513
Realidades
Nombre
Hora
Fecha
Guided Practice Activities
5B-3
The verbs ser and estar (p. 258) • There are two Spanish verbs that mean “to be”: ser and estar. • Review their forms in the present tense. ser yo
soy
nosotros/nosotras
somos
tú
eres
vosotros/vosotras
sois
usted/él/ella
es
ustedes/ellos/ellas
son
estar yo
estoy
nosotros/nosotras
estamos
tú
estás
vosotros/vosotras
estáis
usted/él/ella
está
ustedes/ellos/ellas
están
© Pearson Education, Inc. All rights reserved.
A. Circle the form of ser or estar that is used in each sentence.
1. Mi madre es profesora.
5. Yo estoy enferma.
2. Ellas son de México.
6. Los libros están en la mesa.
3. Las decoraciones están en mi casa.
7. Tú estás en la oficina.
4. Nosotras somos artísticas.
8. Yo soy la prima de Ana.
B. Look at the forms of ser and estar that you circled in part A. Decide why ser or estar was used in each. Write the reason using the chart in the explanation on page 258 in your textbook to find the reason why ser or estar was used in each sentence. Write each reason in the right-hand side of the chart. The first one has been done for you. Forms of ser and estar
Reason
1. es
who a person is
2. 3. 4. 5. 6. 7. 8. WEB CODE jcd- 0514
Guided Practice Activities
5B-3
177
Realidades
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Hora
Guided Practice Activities
Fecha
5B-4 5B-1
The verbs ser and estar (continued) C. Circle the correct form of the verb ser in each sentence.
1. Mis padres ( son / somos ) profesores. 2. Yo ( soy / eres ) muy atrevida. 3. La comida ( es / eres ) de un restaurante. D. Circle the correct form of the verb estar in each sentence.
1. Tú ( estoy / estás ) muy cansado hoy. 2. La computadora ( está / estamos ) en la oficina. 3. Nosotros ( estamos / están ) muy ocupados. E. Circle the correct form of ser or estar in these sentences. Look back at the chart with the uses of ser and estar if you need help.
1. Mis abuelos ( son / están ) profesores de matemáticas. 2. Yo ( soy / estoy ) enfermo hoy. 3. Tú ( eres / estás ) en la clase de historia. 4. Tomás ( es / está ) de Argentina. 5. Ustedes ( son / están ) argentinos también. 6. Nosotras ( somos / estamos ) muy cansadas. 7. Los libros ( son / están ) muy interesantes. 8. Los libros ( son / están ) en la biblioteca. © Pearson Education, Inc. All rights reserved.
F. Write the correct form of ser or estar to complete each sentence.
1. Tú _________________ en la oficina. 2. Nosotras _________________ muy ocupadas hoy. 3. Yo _________________ estudiante. 4. Mi padre _________________ profesor. 5. El video _________________ interesante. 6. Los videos _________________ en la biblioteca. 7. Nosotros _________________ de Guatemala. 8. Tú _________________ muy simpático.
178 Guided Practice Activities
5B-4
WEB CODE jcd- 0514
Realidades
Nombre Fecha
Hora
Guided Practice Activities
5B-5 5B-1
Lectura: Una visita a Santa Fe (pp. 262–263) A. The reading in your textbook is about the city of Santa Fe. What kinds of information would you expect to find in such a reading? List three ideas below.
1. ____________________________________________________________________________ 2. ____________________________________________________________________________ 3. ____________________________________________________________________________ B. As you skim the reading you will come across some new cognates. Write the English word for each Spanish cognate listed below.
1. visita _____________________________
4. típica ____________________________
2. historia ___________________________
5. histórico _________________________
3. museo ___________________________
6. tradicional _______________________
C. Did you find some activities when you skimmed the reading? If not, look again to find three activities that the cousins are going to do during their visit to Santa Fe. Write the three activities in Spanish below.
1. ____________________________________________________________________________ 2. ____________________________________________________________________________ 3. ____________________________________________________________________________
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D. Now, read the paragraph below from your textbook and answer the questions in English that follow.
Durante los días de su visita, el Rancho va a celebrar ≈un fandango∆, un baile histórico y típico, con una cena tradicional. Toda la comida es riquísima, pero nuestro plato favorito es el chile con carne y queso. Después de comer, vamos a bailar. 1. What is a “fandango”? _______________________________________________________ 2. What kind of meal will they have to accompany the “fandango”? ____________________________________________________________________________
3. What is their favorite dish at the restaurant? ____________________________________ 4. Which comes first, the meal or dancing? _______________________________________
WEB CODE jcd- 0515
Guided Practice Activities
5B-5
179
Realidades
Nombre
Hora
Guided Practice Activities
Fecha
5B-6 5B-1
Presentación escrita (p. 265) Task: Pretend your town needs a Spanish-language community guide for restaurants written. Write a review of your favorite local restaurant in Spanish.
1 Prewrite. Compile the information you will need in order to write about your ●
favorite restaurant. Fill in the information on the lines next to each category.
1. nombre _________________________________________ 2. descripción general _________________________________________________________ ____________________________________________________________________________
3. platos principales ___________________________________________________________ 4. postres ____________________________________________________________________ 2 ●
Draft. A. In order to prepare your first draft, write sentences with the information you compiled in section 1 (Prewrite).
1. El restaurante se llama ____________________________. 2. Es un restaurante ______________________________ con ___________________________________________________________________________.
3. Los ____________________________ son riquísimos. 4. Hay ______________________, ______________________ y ________________ también. B. Read the model below to give you an idea of what a complete review could look like.
C. Use the sentences you wrote in part A above and add anything useful from the model to construct your complete review.
3 ●
Revise. Read through your review. Then you will share it with a partner. You should each check for: _____ adjective agreement (masculine words with masculine endings, feminine words with feminine endings) _____ correct use of verb forms _____ correct spelling _____ persuasiveness of your review
180 Guided Practice Activities
5B-6
© Pearson Education, Inc. All rights reserved.
Café Beló es un café tranquilo con un ambiente intelectual donde puedes pasar el tiempo en la compañía de un buen amigo o un buen libro. Los precios son baratos. Puedes comer un sándwich, una ensalada, un postre o simplemente beber un café. Los postres son riquísimos. Un ≈plus∆ es la presentación de grupos musicales los fines de semana.
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Nombre Fecha
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Vocabulary Flash Cards, Sheet 1
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Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun.
Guided Practice Activities
Vocabulary Flash Cards 6A
181
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Hora
Vocabulary Flash Cards, Sheet 2
Fecha
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182 Guided Practice Activities
Vocabulary Flash Cards 6A
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 3
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Fecha
¿De qué color…?
gris
los colores
azul
marrón
amarillo, amarilla
blanco, blanca
morado, morada
,
,
Guided Practice Activities
,
Vocabulary Flash Cards 6A
183
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Vocabulary Flash Cards, Sheet 4
Fecha
rojo, roja
anaranjado, anaranjada
,
importante
,
feo, fea
rosado, rosada
,
,
grande
, © Pearson Education, Inc. All rights reserved.
verde
mismo, misma
pequeño, pequeña
,
184 Guided Practice Activities
Vocabulary Flash Cards 6A
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 5
© Pearson Education, Inc. All rights reserved.
Fecha
propio, propia
el/la mejor
la cosa
a la derecha (de)
menos... que
para mí
a la izquierda (de)
el/la peor
para ti
Guided Practice Activities
Vocabulary Flash Cards 6A
185
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Vocabulary Flash Cards, Sheet 6
Fecha
el dormitorio
la posesión
bonito, bonita
,
los/las mejores
mejor(es) que
negro, negra
los/las peores
peor(es) que
186 Guided Practice Activities
Vocabulary Flash Cards 6A
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poder
Realidades
Nombre
Hora
Vocabulary Check, Sheet 1
Fecha
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
la alfombra el armario la cama la cómoda las cortinas el cuadro el despertador el dormitorio el espejo el estante
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la lámpara la mesita la pared el equipo de sonido el lector DVD el televisor Fold In
la videocasetera
Guided Practice Activities
Vocabulary Check 6A
187
Realidades
Nombre
Hora
Vocabulary Check, Sheet 2
Fecha
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
rug closet bed dresser curtains painting alarm clock bedroom mirror shelf, bookshelf lamp © Pearson Education, Inc. All rights reserved.
night table wall sound (stereo) system DVD player television set
188 Guided Practice Activities
Fold In
VCR
Vocabulary Check 6A
Realidades
Nombre
Hora
Vocabulary Check, Sheet 3
Fecha
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
amarillo, amarilla anaranjado, anaranjada azul blanco, blanca gris marrón morado, morada rojo, roja rosado, rosada
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verde bonito, bonita feo, fea grande importante mismo, misma pequeño, pequeña Fold In
Guided Practice Activities
Vocabulary Check 6A
189
Realidades
Nombre
Hora
Vocabulary Check, Sheet 4
Fecha
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
yellow
orange
blue white gray brown purple red pink green © Pearson Education, Inc. All rights reserved.
pretty ugly large important same small
190 Guided Practice Activities
Vocabulary Check 6A
Fold In
To hear a complete list of the vocabulary for this chapter, go to Disc 2, Track 3 on the Guided Practice Audio CD, or go to www.phschool.com and type in the Web Code jcd-0689. Then click on Repaso del capítulo.
Realidades
Nombre
Hora
Guided Practice Activities
Fecha
6A-1
Making comparisons (p. 278) • Use más + adjective + que to compare two people, things, or actions: El libro es más interesante que el video. The book is more interesting than the video. • Use menos + adjective + que to compare two people, things, or actions: Correr es menos divertido que montar en bicicleta. Running is less fun than riding a bike. A. Below are six comparisons. Write a + (plus sign) next to the ones that give the idea of “greater than” or “more than.” Write a – (minus sign) next to the ones that give the idea of “worse than” or “less than.” Follow the models. Modelos más simpático que menos ordenada que
1. menos divertido que _____ 2. más simpático que _____ 3. más reservada que _____
+ –
4. más interesante que _____ 5. menos paciente que _____ 6. menos atrevida que _____
B. The sentences below are marked with a + (plus sign) or a – (minus sign). Write in más if there is a + and menos if there is a –.
1. 2. 3. 4.
+ El perro es ______________ simpático que el gato. – Luisa es ______________ artística que Beatriz. – Tomás es ______________ trabajador que Marcos. + La bicicleta es ______________ grande que el monopatín.
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• Some adjectives have special forms for comparisons. See the chart below. Adjective
Comparative
bueno / buena
good
mejor (que)
better than
malo / mala
bad
peor (que)
worse than
viejo / vieja
old
mayor (que)
older than
joven
young
menor (que)
younger than
C. Choose the correct comparative to complete each sentence.
1. Lorena tiene catorce años. Lidia tiene quince años. Lorena es ( mayor / menor ) que Lidia. 2. El restaurante grande es malo. El restaurante pequeño es bueno. El restaurante grande es ( mejor / peor ) que el restaurante pequeño. 3. Mi abuela tiene sesenta años. Tu abuela tiene cincuenta y ocho años. Mi abuela es ( mayor / menor ) que tu abuela. WEB CODE jcd- 0603
Guided Practice Activities
6A-1
191
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6A-2
The superlative (p. 280) • To say someone or something is the most or the least: el / la / los / las + noun + más / menos + adjective Es el libro más interesante de la biblioteca. • To say someone or something is the best or the worst: el / la / los / las + mejor(es) / peor(es) + noun Es el peor libro de la biblioteca. A. Below are eight superlative expressions. Write a + (plus sign) next to the ones that give the idea of the most or the best. Write a – (minus sign) next to the ones that give the idea of the least or the worst.
1. la lámpara más grande
_____
5. el espejo menos feo
_____
2. la mesita más fea
_____
6. la alfombra menos bonita
_____
3. el peor video
_____
7. los peores cuadros
_____
4. las mejores cortinas
_____
8. los mejores despertadores
_____
B. Look at each sentence and see whether it is marked with a + or a –. Write in más if there is a + and menos if there is a –.
1. + Mi tío es la persona ______________ simpática de mi familia. 2. – La cama es la ______________ grande de todas. 3. – Marzo es el mes ______________ bonito del año. 4. + Sandra es la persona ______________ divertida de la familia.
1. Me gusta mucho nadar y montar en bicicleta. Para mí, julio es el ( mejor / peor ) mes del año. 2. Todos mis primos son inteligentes, pero Alberto es el ( más / menos ) inteligente de todos. Es muy estudioso y trabajador también. 3. Me gusta mucho esquiar. Para mí, julio es el ( mejor / peor ) mes del año. 4. No me gustan los libros aburridos. Tu libro es el ( más / menos ) aburrido de todos. Es bastante interesante. 5. Mis abuelos son muy divertidos. Son las personas ( más / menos ) divertidas de la familia. 6. No me gusta esta cama. Es la cama ( más / menos ) grande de la casa.
192 Guided Practice Activities
6A-2
WEB CODE jcd- 0604
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C. Choose the correct superlative to complete each sentence. Circle the word you have chosen.
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Fecha
6A-3
Stem-changing verbs: poder and dormir (p. 284) • Poder (to be able to do something) and dormir (to sleep) are both stem-changing verbs like jugar, which you learned previously. Just like jugar, only the nosotros/nosotras and vosotros/vosotras forms of poder and dormir do not change their stems. • Here are the forms of poder and dormir: yo
puedo
nosotros/nosotras
podemos
tú
puedes
vosotros/vosotras
podéis
usted/él/ella
puede
ustedes/ellos/ellas
pueden
yo
duermo
nosotros/nosotras
dormimos
tú
duermes
vosotros/vosotras
dormís
usted/él/ella
duerme
ustedes/ellos/ellas
duermen
A. Circle the forms of poder and dormir in each sentence. Then underline the stem in each verb you circled. The first one has been done for you.
1. Dormimos ocho horas al día.
5. Podemos traer la comida.
2. ¿Puedes montar en bicicleta?
6. Duermo mucho los fines de semana.
3. No puedo trabajar hoy.
7. No podemos hablar francés.
4. Mis hermanos duermen mucho.
8. Ud. duerme en una cama grande.
B. Now, write the words you circled in part A next to each subject pronoun below. © Pearson Education, Inc. All rights reserved.
1. nosotros ____________________________ 5. nosotros _________________________ 2. tú __________________________________ 6. yo _______________________________ 3. yo _________________________________ 7. nosotros _________________________ 4. ellos _______________________________ 8. Ud. ______________________________ C. Circle the correct form of poder or dormir to complete each sentence.
1. Mis amigos y yo ( dormimos / duermen ) diez horas al día. 2. Roberto no ( puedo / puede ) ir a la fiesta. 3. Ustedes ( dormimos / duermen ) en la cama más grande de la casa. 4. Tú y yo ( puedes / podemos ) traer unos discos compactos. 5. Linda y Natalia ( duermo / duermen ) en un dormitorio grande. 6. Nosotros no ( podemos / puedes ) usar el lector DVD. 7. Tú ( dormimos / duermes ) en el dormitorio con la alfombra azul. WEB CODE jcd- 0605
Guided Practice Activities
6A-3
193
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6A-4
Stem-changing verbs: poder and dormir (continued) D. Complete the sentences with forms of poder and dormir. Follow the models. Modelos Paco (poder) ir a la biblioteca. Paco puede ir a la biblioteca. Mónica (dormir) en el dormitorio grande. Mónica duerme en el dormitorio grande.
1. Olivia (poder) montar en monopatín. Olivia _____________________ montar en monopatín.
2. Javier (dormir) ocho horas al día. Javier _____________________ ocho horas al día.
3. Tú (dormir) en un dormitorio con tu hermano. Tú _____________________ en un dormitorio con tu hermano.
4. Yo (poder) usar la videocasetera. Yo _____________________ usar la videocasetera.
5. Nosotros (poder) comprar unas cortinas para el dormitorio. Nosotros _____________________ comprar unas cortinas para el dormitorio.
6. Nosotros (dormir) en un dormitorio pequeño. Nosotros _____________________ en un dormitorio pequeño.
7. Ustedes (dormir) mucho los fines de semana. Ustedes _____________________ mucho los fines de semana.
montar en bicicleta / esquiar / patinar / montar en monopatín / hablar español / nadar / patinar / tocar la guitarra / jugar a ¿...?
Modelos Yo
puedo montar en bicicleta Mis amigos y yo podemos nadar
. .
1. Yo ________________________________________________________________________. 2. Yo no ______________________________________________________________________. 3. Mis amigos y yo ____________________________________________________________. 4. Mis amigos y yo no _________________________________________________________.
194 Guided Practice Activities
6A-4
WEB CODE jcd- 0605
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E. Write sentences about yourself and your friends using forms of poder. Follow the models. Use ideas from the list or other words you know.
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6A-5
Lectura: El desastre en mi dormitorio (pp. 288–289) A. Try to guess the meaning of the following cognates. If you are having difficulty, skim through the reading in your textbook to find these words in context. Write your answers in the spaces below.
1. desastre ____________________________ 4. situación _________________________ 2. posesiones __________________________ 5. recomendar ______________________ 3. desorden ___________________________ 6. considerar ________________________ B. The statements below refer to one of the roommates from the reading in your textbook. The roommates’ names are Rosario and Marta. After each statement, circle M if it describes Marta or R if it describes Rosario.
1. M R Le gusta el orden.
4. M R Su color favorito es el amarillo.
2. M R Le gusta el desorden.
5. M R Hay comida en el suelo.
3. M R Su color favorito es el negro.
6. M R Hay postre en el escritorio.
C. The second part of the reading in your textbook is the response from the advice columnist, Magdalena, to Marta’s letter. Read the final piece of advice below that Magdalena gives to Rosario. Answer the questions in English that follow.
Si la situación no es mejor después de unas semanas, tienes que considerar la posibilidad de separar el dormitorio con una cortina. ∂Pero no debe ser una cortina ni negra ni amarilla!
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1. How long does Magdalena tell Rosario to wait before considering another possibility? ____________________________________________________________________________
2. According to Magdalena, with what should Rosario separate the room? ____________________________________________________________________________
3. What colors should not separate the two rooms? ____________________________ and ____________________________ D. In your own words, explain what the disaster in Rosario’s bedroom is.
WEB CODE jcd- 0606
Guided Practice Activities
6A-5
195
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6A-6
Presentación oral (p. 291) Task: Use a photograph or drawing of a bedroom to talk about what its contents and colors tell about the personality of the owner. A. Bring in a picture of a bedroom. It can be a photo, a picture cut out from a magazine, or a picture that you drew. Use the following four questions to organize your thoughts about the room. Write your answers to the questions on the line beneath each question.
1. ¿Qué hay en el dormitorio? ____________________________________________________________________________
2. ¿Cómo es el dormitorio? ____________________________________________________________________________
3. ¿De qué color es? ____________________________________________________________________________
4. ¿Qué cosas hay en las paredes? ____________________________________________________________________________ B. Using the information you just compiled in part A, answer the questions below in the spaces provided. • En tu opinión, ¿cómo es la persona que vive (lives) en el dormitorio? • ¿Qué le gusta hacer? Es una persona ____________________________ porque el dormitorio ___________________ Le gusta ___________________________ porque en el dormitorio hay ___________________ . C. Go through your presentation several times. Make sure you: _____ support your statements with examples _____ use complete sentences _____ speak clearly
196 Guided Practice Activities
6A-6
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.
Realidades
Nombre Fecha
Hora
Vocabulary Flash Cards, Sheet 1
Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun.
© Pearson Education, Inc. All rights reserved.
,
Guided Practice Activities
Vocabulary Flash Cards 6B
197
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Nombre
Vocabulary Flash Cards, Sheet 2
Fecha
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el piso
198 Guided Practice Activities
Hora
Vocabulary Flash Cards 6B
Realidades
Nombre
Vocabulary Flash Cards, Sheet 3
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Fecha
Hora
Guided Practice Activities
Vocabulary Flash Cards 6B
199
Realidades
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Hora
Vocabulary Flash Cards, Sheet 4
Fecha
cerca (de)
los quehaceres
dar
lejos (de)
el apartamento
poner
vivir
el cuarto
200 Guided Practice Activities
Vocabulary Flash Cards 6B
© Pearson Education, Inc. All rights reserved.
ayudar
Realidades
Nombre
Hora
Vocabulary Flash Cards, Sheet 5
Fecha
¿Qué estás haciendo?
sucio, sucia
si
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,
bastante
un momento
¿Cuáles?
recibir
Guided Practice Activities
Vocabulary Flash Cards 6B
201
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Nombre
Hora
Vocabulary Flash Cards, Sheet 6
Fecha
© Pearson Education, Inc. All rights reserved.
202 Guided Practice Activities
Vocabulary Flash Cards 6B
Realidades
Nombre
Hora
Vocabulary Check, Sheet 1
Fecha
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
cerca (de) lejos (de) vivir el apartamento la cocina el comedor el despacho la escalera el garaje la planta baja el primer piso
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el segundo piso la sala el sótano arreglar el cuarto ayudar cocinar Fold In
cortar el césped
Guided Practice Activities
Vocabulary Check 6B
203
Realidades
Nombre
Hora
Vocabulary Check, Sheet 2 1
Fecha
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
close (to), near far (from) to live apartment kitchen dining room home office stairs, stairway garage ground floor second floor third floor © Pearson Education, Inc. All rights reserved.
living room basement to straighten up the room to help to cook Fold In
to cut the lawn
204 Guided Practice Activities
Vocabulary Check 6B
Realidades
Nombre
Hora
Vocabulary Check, Sheet 3 1
Fecha
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
dar de comer al perro hacer la cama lavar los platos limpiar el baño
pasar la aspiradora poner la mesa los quehaceres quitar el polvo
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sacar la basura
limpio, limpia sucio, sucia bastante el dinero recibir
Fold In Guided Practice Activities
Vocabulary Check 6B
205
Realidades
Nombre
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Vocabulary Check, Sheet 4 1
Fecha
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
to feed the dog
to make the bed to wash the dishes to clean the bathroom to vacuum
to set the table chores to dust to take out the trash © Pearson Education, Inc. All rights reserved.
clean dirty enough; rather money to receive
206 Guided Practice Activities
Vocabulary Check 6B
Fold In
To hear a complete list of the vocabulary for this chapter, go to Disc 2, Track 4 on the Guided Practice Audio CD, or go to www.phschool.com and type in the Web Code jcd-0699. Then click on Repaso del capítulo.
Realidades
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Guided Practice Activities
6B-1
Affirmative tú commands (p. 305) • Tú commands are used to tell friends, family members, or peers to do something. • Tú command forms are the same as the regular present-tense forms for Ud./él/ella. Infinitive
Ud./él/ella form
Affirmative tú command
-ar verb: hablar
habla
¡Habla!
-er verb: leer
lee
¡Lee!
-ir verb: escribir
escribe
¡Escribe!
• Two verbs you have learned already, hacer and poder, have irregular affirmative tú command forms: poner → pon ¡Pon la mesa! hacer → haz ¡Haz la cama! • You can tell the difference between a command form and an Ud., él, or ella verb form from the context of the sentence. A comma after the person’s name indicates they are being talked to directly. Possessive adjectives can also help you decide if the person is being addressed directly (tu) or referred to in the third person (su). Marcos lee su libro. (él verb form) Marcos, lee tu libro. (command form)
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A. Circle the command form in each sentence.
1. María, habla con tu hermano, por favor.
5. Elena, haz la cama.
2. Tomasina, escribe tu tarea.
6. Sandra, pon la mesa.
3. Marcos, come el almuerzo.
7. Alfonso, lee el libro.
4. Silvia, practica la guitarra.
8. Carlos, lava el coche.
B. Now look at each sentence. Write C if the verb is a command form. Write no if it is not a command form. Follow the models. Modelos Javier estudia en su dormitorio. Javier, estudia en tu dormitorio.
no C
1. Alfonso lee el libro.
_______
5. Ana, lava los platos.
______
2. Paula, ayuda a tu madre.
_______
6. Isa juega con su hermana.
______
3. Roberto escucha a su madre. _______
7. David, limpia la casa.
______
4. Pablo hace la tarea.
8. Elena, pon la mesa.
______
WEB CODE jcd- 0613
_______
Guided Practice Activities
6B-1
207
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Guided Practice Activities
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6B-2
Affirmative tú commands (continued) C. Circle the correct form of the verb to complete each sentence.
1. ¡( Plancha / Planchan ) la ropa, por favor! 2. Gerardo, ( prepara / preparas ) la comida, por favor. 3. Alberto, ( hace / haz ) la tarea ahora. 4. Rosa, ( pone / pon ) los platos en la mesa, por favor. 5. ¡( Lavas / Lava ) el coche, por favor! 6. Linda, ( juega / juegas ) con tu hermana esta tarde. D. Write the affirmative tú command forms to complete the following conversations. Follow the model. Modelo
1.
2.
3.
Ana, (poner)
ANA:
Sí, pero (tomar)
pon toma
los libros en la mesa. mi mochila.
SEBASTIÁN:
Roberto, (lavar) _________________ los platos, por favor.
ROBERTO:
Claro. (Traer) _________________ los platos sucios aquí.
TERESA:
Susana, (preparar) _________________ el almuerzo.
SUSANA:
Sí, pero (hablar) _________________ con mamá para ver qué necesitamos.
EDUARDO:
Elena, (hacer) _________________ los quehaceres.
ELENA:
Claro. (Escribir) _________________ una lista.
ISABEL:
Margarita, (planchar) _________________ la ropa, por favor.
MARGARITA:
Claro, pero (sacar) _________________ la plancha, por favor.
E. Write tú command forms to complete each sentence. Use verbs from the list. hacer
lavar
poner
sacar
1. ¡__________________ la basura! 2. ¡__________________ el coche! 3. ¡_________________ la mesa! 4. ¡_________________ la cama!
208 Guided Practice Activities
6B-2
WEB CODE jcd- 0613
© Pearson Education, Inc. All rights reserved.
4.
RAÚL:
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Guided Practice Activities
6B-3
The present progressive tense (p. 308) • Use the present progressive tense to say what people are doing or what is happening right now. Estamos lavando el coche. We are washing the car. • The present progressive tense uses forms of estar with the present participle. • Review the forms of estar: yo
estoy
nosotros/nosotras
estamos
tú
estás
vosotros/vosotras
estáis
usted/él/ella
está
ustedes/ellos/ellas
están
• You form the present participle for -ar verbs by removing the -ar ending and adding -ando: preparar → preparando, hablar → hablando. • You form the present participle for -er and -ir verbs by removing the -er or -ir ending and adding -iendo: comer → comiendo, escribir → escribiendo. • The forms of estar change to match the subject of the sentence. The present participle always stays the same, regardless of who the subject is. Francisco is cleaning the table. Francisco está limpiando la mesa. Tú y yo estamos limpiando el baño. We are cleaning the bathroom. A. Look at each sentence. Underline the form of estar. Circle the present participle. Follow the model. Modelo
Enrique está lavando los platos.
1. Tú y yo estamos pasando la aspiradora. © Pearson Education, Inc. All rights reserved.
2. Mis abuelos están cortando el césped. 3. Mi hermana está quitando el polvo en la sala. 4. Yo estoy dando de comer al perro. 5. Ustedes están sacando la basura de la cocina. 6. Tú estás poniendo la mesa con los platos limpios. 7. Ella está haciendo las camas del segundo piso. B. Complete each sentence with the appropriate form of estar.
1. 2. 3. 4. 5.
Yo _______________________ poniendo la mesa. Tú _______________________ sacando la basura. Ella _______________________ lavando la ropa. Nosotros _______________________ preparando el almuerzo. Ustedes _______________________ cortando el césped. WEB CODE jcd- 0614
Guided Practice Activities
6B-3
209
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Guided Practice Activities
Fecha
6B-4
The present progressive tense (continued) C. Write the present participles of the verbs shown. Follow the models. Remember to use -ando for -ar verbs and -iendo for -er and -ir verbs. Modelos ayudar hacer escribir
ayudando haciendo escribiendo
1. dar ________________________________ 5. sacar _____________________________ 2. abrir ________________________________ 6. lavar _____________________________ 3. comer ______________________________ 7. jugar _____________________________ 4. romper _____________________________ 8. poner ____________________________ D. Look at the drawing. Then write forms of the present progressive (estar + present participle) to complete each sentence. Follow the models.
© Pearson Education, Inc. All rights reserved.
Modelos Graciela (dar)
está dando de comer al perro. Lola y Elia (hablar) están hablando .
1. El padre (sacar) _________________________________ la basura. 2. La madre (cocinar) _________________________________ unas hamburguesas. 3. Ana María (cortar) _________________________________ el césped. 4. Manolo y José (lavar) _________________________________ el coche. 5. Tito y Ramón (poner) _________________________________ la mesa. 210 Guided Practice Activities
6B-4
WEB CODE jcd- 0614
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Hora
Guided Practice Activities
6B-5
Lectura: Cantaclara (pp. 312–313) A. The reading in your textbook is similar to the story of Cinderella. Write four facts that you can remember about the Cinderella story in the spaces below. If you are not familiar with the story you will need to find out from someone who is.
1. 2. 3. 4.
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
B. Skim through the reading and the pictures in your textbook to find similarities between the story of Cantaclara and Cinderella. Check off any similarities in your list above. C. Since you know that the story in your textbook is like the story of Cinderella, you know that Cantaclara lives with her stepmother and two stepsisters. Below is a dialogue with all four of them. Read the dialogue and answer the questions that follow.
ƒCantaclara, saca la basura. Y después, pon la mesa ƒdice la madrastra. ƒCantaclara, haz mi cama y limpia el baño ƒdice Griselda. ƒHaz mi cama también ƒdice Hortencia. ƒUn momento. Estoy lavando los platos ahora mismo ƒdice Cantaclara.
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1. Circle the names of the four people who are speaking. 2. How is a dialogue written differently in Spanish than in English? ____________________________________________________________________________ 3. Which person does NOT say she wants Cantaclara to make her bed? ____________________________________________________________________________ D. Now, read what takes place at the end of the story. Answer the questions in English that follow.
Son las ocho de la noche. La madrastra y las dos hermanastras están en la sala y ven su programa favorito. Pero, µqué es esto? ∂Ven a Cantaclara en la pantalla! ƒMira, mamá. ∂Es Cantaclara! ƒdice Hortencia. ƒ∂Oh, no! Si Cantaclara es la nueva estrella del futuro, µquién va a hacer los quehaceres? ƒpregunta Griselda. 1. At what time do the stepmother and stepsisters sit down to watch their favorite show? ______________________________________________________________ 2. Whom do they see on TV? ___________________________________________________ 3. What problem does Griselda think of at the end? _______________________________ ____________________________________________________________________________ WEB CODE jcd- 0615
Guided Practice Activities
6B-5
211
Realidades
Nombre
Hora
Guided Practice Activities
Fecha
6B-6
Presentación escrita (p. 315) Task: Pretend that your family is selling their house, apartment, or that you are selling an imaginary dream home. Create a flyer in Spanish to promote the sale of your home.
1 Prewrite. ●
You are going to prepare an informative flyer about your home. In order to provide the most information to potential buyers, you will need to anticipate their questions. Read the potential questions below and write answers about your home in the spaces provided.
a) En general, ¿cómo es la casa o apartamento? (¿Es grande o pequeño?) ___________________________________________________________________________.
b) ¿De qué color es la casa o apartamento? ___________________________________________________________________________.
c)
¿Cuántos cuartos hay en la casa o apartamento? ¿Cuáles son? ___________________________________________________________________________.
d)
¿Cómo son los cuartos? (¿grandes o pequeños?) ___________________________________________________________________________.
e)
¿De qué color son los cuartos? ___________________________________________________________________________.
f) ¿Cuál es la dirección (address) y el precio (price) de la casa o apartamento? ___________________________________________________________________________.
3 Revise. ●
Read through your ad to see that you have included all the information that a potential buyer might want. Share your draft with a partner who will check the following: _____ Are all words spelled correctly? _____ Is the flyer neat and attractive? _____ Does the flyer need a visual? _____ Is the key information provided? _____ Does the flyer make me want to look at the property?
4 Publish. ●
Write a new, final copy of your flyer making any necessary corrections or adding to it anything your partner suggested.
212 Guided Practice Activities
6B-6
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2 Draft. Now, compile the answers you wrote above on a separate sheet of paper to ● create your rough draft. Organize your answers in a way that will be easy for anyone to read. Your flyer should also include illustrations and colored ink to make it more attractive to potential buyers. The first line on your flyer should read: Se vende casa (or Se vende apartamento).
Realidades
Capítulo 7A
Nombre Fecha
Hora
Vocabulary Flash Cards, Sheet 1
© Pearson Education, Inc. All rights reserved.
Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun.
Guided Practice Activities
Vocabulary Flash Cards 7A
213
Realidades
Capítulo 7A
Nombre
Hora
Vocabulary Flash Cards, Sheet 2
Fecha
© Pearson Education, Inc. All rights reserved.
214 Guided Practice Activities
Vocabulary Flash Cards 7A
Realidades
© Pearson Education, Inc. All rights reserved.
Capítulo 7A
Nombre
Hora
Vocabulary Flash Cards, Sheet 3
Fecha
buscar
la tienda
comprar
la tienda de ropa
entrar
¿En qué puedo servirle?
Guided Practice Activities
llevar
Vocabulary Flash Cards 7A
215
Realidades
Capítulo 7A
Nombre
Hora
Vocabulary Flash Cards, Sheet 4
Fecha
nuevo, nueva
Me queda(n) mal.
¡Vamos!
¿Cómo te queda(n)?
quizás
costar
Me queda(n) bien.
Perdón.
¿Cuánto cuesta(n)...?
,
Vocabulary Flash Cards 7A
© Pearson Education, Inc. All rights reserved.
216 Guided Practice Activities
Realidades
Capítulo 7A
Nombre
Hora
Vocabulary Flash Cards, Sheet 5
Fecha
el precio
trescientos, trescientas
seiscientos, seiscientas
,
,
tanto
cuatrocientos, cuatrocientas
setecientos, setecientas
,
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,
doscientos, doscientas
quinientos, quinientas
,
ochocientos, ochocientas
,
Guided Practice Activities
,
Vocabulary Flash Cards 7A
217
Realidades
Capítulo 7A
Nombre
Hora
Vocabulary Flash Cards, Sheet 6
Fecha
novecientos, novecientas
estos, estas
los dos
,
mil
,
ese, esa
las dos
,
esos, esas
este, esta
,
218 Guided Practice Activities
© Pearson Education, Inc. All rights reserved.
tener razón
Vocabulary Flash Cards 7A
,
Realidades
Capítulo 7A
Nombre
Hora
Vocabulary Check, Sheet 1
Fecha
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
buscar comprar el dependiente, la dependienta entrar la tienda de ropa el abrigo la blusa las botas los calcetines la camiseta
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la chaqueta la falda la gorra los jeans los pantalones cortos la sudadera Fold In
el suéter
Guided Practice Activities
Vocabulary Check 7A
219
Realidades
Capítulo 7A
Nombre
Hora
Vocabulary Check, Sheet 2
Fecha
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
to look for to buy salesperson
to enter clothing store coat blouse boots socks T-shirt jacket © Pearson Education, Inc. All rights reserved.
skirt cap jeans shorts
sweatshirt
220 Guided Practice Activities
Fold In
sweater
Vocabulary Check 7A
Realidades
Capítulo 7A
Nombre
Hora
Vocabulary Check, Sheet 3
Fecha
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
el traje de baño el vestido los zapatos llevar nuevo, nueva costar el precio doscientos trescientos cuatrocientos quinientos
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seiscientos setecientos ochocientos novecientos mil tener razón Fold In
Guided Practice Activities
Vocabulary Check 7A
221
Realidades
Capítulo 7A
Nombre
Hora
Vocabulary Check, Sheet 4
Fecha
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
swimsuit dress shoes to wear new to cost price two hundred three hundred four hundred five hundred six hundred © Pearson Education, Inc. All rights reserved.
seven hundred eight hundred nine hundred a thousand to be correct
222 Guided Practice Activities
Vocabulary Check 7A
Fold In
To hear a complete list of the vocabulary for this chapter, go to Disc 2, Track 5 on the Guided Practice Audio CD, or go to www.phschool.com and type in the Web Code jcd-0789. Then click on Repaso del capítulo.
Realidades
Nombre
Capítulo 7A
Fecha
Hora
Guided Practice Activities
7A-1
Stem-changing verbs: pensar, querer, and preferir (p. 330) • Like the other stem-changing verbs you’ve learned (jugar, poder, and dormir), pensar, querer, and preferir use the regular present-tense endings. These endings attach to a new stem for all forms except for the nosotros and vosotros forms, which use the existing stem. • Here are the forms of pensar, querer, and preferir. Note that in all cases, the e in the stem changes to ie. yo
pienso
nosotros/nosotras
pensamos
tú
piensas
vosotros/vosotras
pensáis
usted/él/ella
piensa
ustedes/ellos/ellas
piensan
yo
quiero
nosotros/nosotras
queremos
tú
quieres
vosotros/vosotras
queréis
usted/él/ella
quiere
ustedes/ellos/ellas
quieren
yo
prefiero
nosotros/nosotras
preferimos
tú
prefieres
vosotros/vosotras
preferís
usted/él/ella
prefiere
ustedes/ellos/ellas
prefieren
© Pearson Education, Inc. All rights reserved.
A. Circle the forms of pensar, querer, or preferir in each sentence. Then underline the stem in each verb you circled. The first one has been done for you.
1. Prefieren comprar unos zapatos.
5. Pienso comprar una sudadera.
2. Queremos ir de compras.
6. ¿Quieres hablar con la dependienta?
3. Pensamos ir a la tienda de ropa.
7. Preferimos ir a una tienda grande.
4. ¿Prefiere Ud. el vestido o la falda?
8. Quieren entrar en la tienda.
B. Now, write the forms of pensar, querer, and preferir that you circled in part A next to each subject pronoun.
1. ellos (preferir) _______________________ 5. yo (pensar) _______________________ 2. nosotros (querer) ____________________ 6. tú (querer) ________________________ 3. nosotros (pensar) ____________________ 7. nosotros (preferir) _________________ 4. Ud. (preferir) ________________________ 8. ellos (querer) _____________________
WEB CODE jcd- 0704
Guided Practice Activities
7A-1
223
Realidades
Capítulo 7A
Nombre
Hora
Guided Practice Activities
Fecha
7A-2
Stem-changing verbs (continued) C. Circle the correct form of pensar, querer, or preferir to complete each sentence.
1. Yo ( quiere / quiero ) comprar unas botas nuevas. 2. Ella ( prefiere / prefieren ) los pantalones cortos a la falda. 3. Nosotros ( prefieren / preferimos ) ir de compras en una tienda grande. 4. Ellos ( pienso / piensan ) comprar dos abrigos nuevos. 5. Tú y yo ( pensamos / piensas ) buscar una tienda con precios buenos. 6. Ustedes ( quieres / quieren ) hablar con la dependienta. 7. Nosotros ( queremos / quieres ) entrar en la tienda de ropa. 8. Tú y yo no ( piensan / pensamos ) comprar ropa hoy. D. Complete the sentences with forms of pensar, querer, or preferir. Follow the models. Modelos Tú (pensar) comprar un suéter. Tú piensas comprar un suéter. Tú y yo (preferir) comprar el vestido azul. Tú y yo preferimos comprar el vestido azul.
1. Elena (pensar) comprar una sudadera. Elena _______________________ comprar una sudadera.
2. Sandra y yo (querer) ir a una tienda de ropa grande. Sandra y yo _______________________ ir a una tienda de ropa grande.
3. Yo (preferir) hablar con un dependiente. © Pearson Education, Inc. All rights reserved.
Yo _______________________ hablar con un dependiente.
4. Nosotras (pensar) que es un precio bueno. Nosotras _______________________ que es un precio bueno.
5. Tú (querer) entrar en una tienda de ropa grande. Tú _______________________ entrar en una tienda de ropa grande.
6. Tú y yo (querer) comprar unas camisetas nuevas. Tú y yo _______________________ comprar unas camisetas nuevas.
7. Tomás y Sebastián (preferir) no comprar ropa hoy. Tomás y Sebastián _______________________ no comprar ropa hoy.
8. Yo (pensar) comprar una gorra y un suéter. Yo _______________________ comprar una gorra y un suéter.
224 Guided Practice Activities
7A-2
WEB CODE jcd- 0704
Realidades
Nombre
Capítulo 7A
Hora
Guided Practice Activities
Fecha
7A-3
Demonstrative adjectives (p. 332) • Demonstrative adjectives are the equivalent of this, that, these, and those in English. You use them to point out nouns: this hat, those shoes. • In Spanish, the demonstrative adjectives agree with the noun they accompany in both gender and number. Close
Farther away
Singular masculine este suéter
(this sweater)
ese suéter
(that sweater)
Singular feminine
esta falda
(this skirt)
esa falda
(that skirt)
Plural masculine
estos suéteres (these sweaters) esos suéteres (those sweaters)
Plural feminine
estas faldas
(these skirts)
esas faldas
(those skirts)
A. Circle the demonstrative adjective in each sentence below. Write C next to the sentence if the object referred to is close (este, esta, estos, estas). Write F if the object referred to is farther away (ese, esa, esos, esas).
1. Me gustan estos zapatos.
______
2. Quiero comprar esas camisetas.
______
3. ¿Prefieres esta falda?
______
4. Esa camisa es muy bonita.
______
5. No me gustan esos vestidos.
______
6. ¿Te gustan estas chaquetas?
______
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B. Circle the correct demonstrative adjective in each sentence.
1. ¿Cómo me quedan ( esto / estos ) pantalones? 2. Me gustan ( esas / esos ) sudaderas. 3. ¿Prefieres ( esta / este ) chaqueta? 4. Pienso comprar ( estos / este ) calcetines. 5. No me gusta ( ese / esa ) abrigo. 6. ¿Cómo me queda ( este / esta ) traje? 7. ( Eso / Esas ) botas son muy bonitas. 8. ¿Vas a comprar ( esos / esas ) pantalones cortos?
WEB CODE jcd- 0703
Guided Practice Activities
7A-3
225
Realidades
Nombre
Capítulo 7A
Hora
Guided Practice Activities
Fecha
7A-4
Demonstrative adjectives (continued) C. Choose the correct form of the demonstrative adjective and write it next to each noun. Follow the models. Close: este, esta, estos, estas Farther: ese, esa, esos, esas Modelos calcetines (close): camisa (farther):
estos esa
calcetines camisa
1. abrigo (farther):
_______________________________ abrigo
2. botas (farther):
_______________________________ botas
3. jeans (close):
_______________________________ jeans
4. falda (close):
_______________________________ falda
5. traje de baño (close): _______________________________ traje de baño 6. zapatos (farther):
_______________________________ zapatos
7. chaquetas (farther): _______________________________ chaquetas 8. pantalones (close):
_______________________________ pantalones
9. vestido (farther):
_______________________________ vestido
10. suéter (close):
_______________________________ suéter
D. In each drawing below, the item of clothing that is larger is closer to you. The one that is smaller is farther away. Write the correct demonstrative adjective to indicate the item that is marked with an arrow. Follow the model. Modelo
1.
___________ pantalones 4.
2.
___________ sudaderas
3.
___________ vestido
226 Guided Practice Activities
7A-4
5.
____________ zapatos
____________ abrigo
WEB CODE jcd- 0703
© Pearson Education, Inc. All rights reserved.
camisa
esta
Realidades
Nombre
Capítulo 7A
Fecha
Hora
Guided Practice Activities
7A-5
Lectura: Tradiciones de la ropa panameña (pp. 336–337) A. You will find out a lot about the contents of the reading in your textbook by looking at the title and the photos. In the spaces below, write three main topics that you would expect a reading on Panamanian culture to cover.
1. ____________________________________________________________________________ 2. ____________________________________________________________________________ 3. ____________________________________________________________________________ B. Read the paragraph below on polleras and answer the questions that follow in Spanish.
Una tradición panameña de mucho orgullo (pride) es llevar el vestido típico de las mujeres, ≈la pollera∆. Hay dos tipos de pollera, la pollera montuna y la pollera de gala, que se lleva en los festivales. 1. Según la lectura, ¿cómo se llama el vestido típico de las mujeres en Panamá? ____________________________________________________________________________
2. ¿Cuáles son los dos tipos de pollera? _________________________________ y _______________________________________
3. ¿Cuándo se lleva la pollera de gala? ___________________________________________
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C. Look through the reading in your textbook again to find whether the following statements are true or false. Then, circle cierto for true or falso for false.
1. cierto falso
Hay un Día Nacional de la Pollera en la ciudad de Las Tablas.
2. cierto falso
Las Tablas es famosa por ser el mejor lugar para celebrar los carnavales.
3. cierto falso
El canal de Panamá conecta el océano Pacífico con el lago Titicaca.
4. cierto falso
Panamá es un istmo.
5. cierto falso
El segundo tipo de ropa auténtico de Panamá que se menciona es la gorra de Panamá.
WEB CODE jcd- 0705
Guided Practice Activities
7A-5
227
Realidades
Capítulo 7A
Nombre
Hora
Guided Practice Activities
Fecha
7A-6
Presentación oral (p. 339) Task: You and a partner will play the roles of a customer and a salesclerk. The customer will look at various items in the store, talk with the clerk, and then decide if he or she would like to buy anything. A. Work with a partner to prepare the skit. You will be the customer. You and your partner will need to discuss what type of clothing your store is selling. You will then need a name for your store and some samples of merchandise to use in your skit. You may bring in clothes or use cutouts from a magazine. Complete the following in the spaces below: Type of clothing: ____________________________________________________________ Store name: ________________________________________________________________ B. Now, make a list below of five different expressions and questions that will help you play your role. You may want to look back in the A primera vista and Videohistoria sections in your textbook for ideas to help you get started.
1. ____________________________________________________________________________ 2. ____________________________________________________________________________ 3. ____________________________________________________________________________ 4. ____________________________________________________________________________ 5. ____________________________________________________________________________ C. Work with your partner to put together and practice your presentation. Keep in mind the following things:
______ to speak clearly ______ to keep the conversation going ______ to finish the conversation at a logical point D. When you present your skit, the clerk will begin the conversation. That means that you will need to respond as your first action. As your last action, you will need to decide whether or not to buy something. Your teacher will grade you based on the following: • how well you keep the conversation going • how complete your presentation is • how well you use new and previously learned vocabulary
228 Guided Practice Activities
7A-6
© Pearson Education, Inc. All rights reserved.
______ to answer questions using complete sentences
Realidades
Nombre
Capítulo 7B
Fecha
Hora
Vocabulary Flash Cards, Sheet 1
© Pearson Education, Inc. All rights reserved.
Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun.
Guided Practice Activities
Vocabulary Flash Cards 7B
229
Realidades
Nombre
Capítulo 7B
Fecha
Hora
Vocabulary Flash Cards, Sheet 2
en la Red
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230 Guided Practice Activities
Vocabulary Flash Cards 7B
Realidades
Nombre
Capítulo 7B
Fecha
Hora
Vocabulary Flash Cards, Sheet 3
el novio
caro, cara
© Pearson Education, Inc. All rights reserved.
,
la novia
mirar
barato, barata
pagar (por)
,
Guided Practice Activities
Vocabulary Flash Cards 7B
231
Realidades
Nombre
Capítulo 7B
Fecha
Hora
Vocabulary Flash Cards, Sheet 4
ayer
anoche
la semana pasada
el año pasado
¡Uf!
232 Guided Practice Activities
Vocabulary Flash Cards 7B
© Pearson Education, Inc. All rights reserved.
vender
hace + time expression
Realidades
Nombre
Capítulo 7B
Fecha
Hora
Vocabulary Check, Sheet 1
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
el almacén
en la Red la joyería la librería la tienda de descuentos la tienda de electrodomésticos la zapatería el anillo los anteojos de sol
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los aretes el bolso la cadena la cartera el collar la corbata los guantes Fold In
el llavero
Guided Practice Activities
Vocabulary Check 7B
233
Realidades
Nombre
Capítulo 7B
Fecha
Hora
Vocabulary Check, Sheet 2
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
department store online jewelry store bookstore discount store
household appliance store shoe store ring sunglasses earrings © Pearson Education, Inc. All rights reserved.
purse chain wallet necklace tie gloves Fold In
key chain 234 Guided Practice Activities
Vocabulary Check 7B
Realidades
Nombre
Capítulo 7B
Fecha
Hora
Vocabulary Check, Sheet 3
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
el perfume la pulsera el reloj pulsera el software el novio la novia barato, barata caro, cara mirar pagar (por)
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vender
Fold In Guided Practice Activities
Vocabulary Check 7B
235
Realidades
Nombre
Capítulo 7B
Fecha
Hora
Vocabulary Check, Sheet 4
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
perfume bracelet watch software boyfriend girlfriend inexpensive, cheap expensive to look (at) to pay (for) to sell © Pearson Education, Inc. All rights reserved.
236 Guided Practice Activities
Vocabulary Check 7B
Fold In
To hear a complete list of the vocabulary for this chapter, go to Disc 2, Track 6 on the Guided Practice Audio CD, or go to www.phschool.com and type in the Web Code jcd-0799. Then click on Repaso del capítulo.
Realidades
Nombre
Capítulo 7B
Fecha
Hora
Guided Practice Activities
7B-1
The preterite of -ar verbs (p. 354) • The preterite is a Spanish past tense that is used to talk about actions that were completed in the past: I went to the store. I bought a jacket. • To form the preterite of -ar verbs, you take the stem of the verb (the same stem you used to form the present tense) and add the following endings: hablar → habl- + endings yo
hablé
nosotros/nosotras
hablamos
tú
hablaste
vosotros/vosotras
hablasteis
usted/él/ella
habló
ustedes/ellos/ellas
hablaron
• Notice the accents on the yo and usted/él/ella forms: hablé, habló. A. Underline the preterite verb forms in the following conversations. ¡Ojo! Not all the verb forms are preterite forms.
1.
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2.
ELENA:
¿Hablaste con Enrique ayer?
ANA:
Sí, hablamos por teléfono anoche. Él trabajó ayer.
ELENA:
¿Ah, sí? ¿Dónde trabaja?
ANA:
Trabaja en un restaurante. Ayer lavó muchos platos y limpió las mesas.
MARCOS:
¿Estudiaste para el examen?
TOMÁS:
Sí, estudié mucho, pero estoy nervioso.
MARCOS:
Yo también. Pasé dos horas en la biblioteca.
TOMÁS:
Yo estudié en casa y usé la computadora.
B. Now, fill in the conversations from part A with the missing preterite forms.
1.
ELENA:
¿________________________ con Enrique ayer?
ANA:
Sí, __________________ por teléfono anoche. Él ___________________ ayer.
ELENA:
¿Ah, sí? ¿Dónde trabaja?
ANA:
Trabaja en un restaurante. Ayer ________________________ muchos platos y ________________________ las mesas.
2.
MARCOS:
¿________________________ para el examen?
TOMÁS:
Sí, ________________________ mucho, pero estoy nervioso.
MARCOS:
Yo también. ________________________ dos horas en la biblioteca.
TOMÁS:
Yo ___________________ en casa y ____________________ la computadora. WEB CODE jcd- 0713
Guided Practice Activities
7B-1
237
Realidades
Nombre
Capítulo 7B
Fecha
Hora
Guided Practice Activities
7B-2
The preterite of -ar verbs (continued) C. Circle the correct preterite form to complete each sentence.
1. Yo ( caminó / caminé ) por dos horas ayer. 2. Ellos ( hablaste / hablaron ) por teléfono anoche. 3. Nosotros ( cocinamos / cocinaron ) la cena. 4. Tú ( cantaron / cantaste ) en la ópera. 5. Ella ( escuchó / escucharon ) música en su dormitorio. 6. Ustedes ( levantaron / levantamos ) pesas en el gimnasio. D. Write the missing preterite forms in the chart. cantar
yo
bailar
escuchar
lavar
nadar
canté
tú
bailaste
Ud./él/ella
escuchó
nosotros/nosotras
lavamos
Uds./ellos/ellas
nadaron
E. Write the correct preterite form of the verb indicated next to each subject pronoun. Follow the model. Modelo
tú (bailar)
bailaste
2. ella (nadar) _________________________ 6. ellos (pasar) ______________________ 3. Ud. (esquiar) ________________________ 7. tú (hablar) ________________________ 4. ellos (lavar) _________________________ 8. yo (limpiar) _______________________ F. Use verbs from the list to say what you and your friends did last night. estudiar trabajar hablar por teléfono bailar cantar cocinar escuchar música esquiar lavar la ropa levantar pesas limpiar el baño
1. Anoche yo _________________________________________________________________. 2. Yo no ______________________________________________________________________. 3. Anoche mis amigos _________________________________________________________. 4. Nosotros no _______________________________________________________________. 238 Guided Practice Activities
7B-2
WEB CODE jcd- 0713
© Pearson Education, Inc. All rights reserved.
1. yo (cantar) __________________________ 5. nosotros (dibujar) _________________
Realidades
Nombre
Capítulo 7B
Fecha
Hora
Guided Practice Activities
7B-3
The preterite of verbs ending in -car and -gar (p. 356) • Verbs that end in -car and -gar use the same preterite endings as regular -ar verbs, except in the yo form. • Here are the preterite forms of buscar (to look for) and pagar (to pay). c → qu yo
busqué
nosotros/nosotras
buscamos
tú
buscaste
vosotros/vosotras
buscasteis
usted/él/ella
buscó
ustedes/ellos/ellas
buscaron
g → gu yo
pagué
nosotros/nosotras
pagamos
tú
pagaste
vosotros/vosotras
pagasteis
usted/él/ella
pagó
ustedes/ellos/ellas
pagaron
• Other verbs you know follow this pattern. Jugar is like pagar (g → gu). Practicar, sacar, and tocar are like buscar (c → qu). A. Fill in the missing yo forms in the chart. buscar
pagar
jugar
practicar
sacar
tocar
tú
buscaste
pagaste
jugaste
practicaste
sacaste
tocaste
Ud./él/ella
buscó
pagó
jugó
practicó
sacó
tocó
nosotros/nosotras
buscamos
pagamos
jugamos
practicamos sacamos tocamos
Uds./ellos/ellas
buscaron
pagaron
jugaron
practicaron sacaron
© Pearson Education, Inc. All rights reserved.
yo
tocaron
B. Write the correct forms of the verb indicated next to each subject pronoun. Follow the model. Modelo
1. 2. 3. 4. 5. 6. 7.
(pagar): tú
pagaste
(pagar): ellos ________________________ 8. (buscar): yo _______________________ (pagar): yo __________________________ 9. (practicar): yo _____________________ (pagar): él __________________________ 10. (practicar): tú _____________________ (jugar): tú y yo ______________________ 11. (sacar): Ud. _______________________ (jugar): yo __________________________ 12. (sacar): yo ________________________ (jugar): Uds. ________________________ 13. (tocar): yo ________________________ (buscar): ellos _______________________ 14. (tocar): tú y yo ____________________ WEB CODE jcd- 0714
Guided Practice Activities
7B-3
239
Realidades
Nombre
Capítulo 7B
Fecha
Hora
Guided Practice Activities
7B-4
Direct object pronouns (p. 360) • A direct object tells who or what receives the action of the verb: I am looking for a chain. Busco una cadena. • In the sentence above, cadena is the direct object noun. • You can use a direct object pronoun to replace a direct object noun. • The direct object pronoun must match the noun it replaces in both gender and number: → Lo compré. (masculine, singular) Compré un suéter. → La compré. (feminine singular) Compré una falda. → Los compré. (masculine plural) Compré unos aretes. Compré unas pulseras. → Las compré. (feminine plural) • The direct object comes before a verb in the present tense or the preterite tense. Lo tengo aquí. (I have it here.) Lo compré anoche. (I bought it last night.) A. Underline the direct object noun in each sentence.
1. 2. 3. 4.
Busco unos guantes nuevos. La dependienta vendió el perfume. Compré dos llaveros. Llevamos nuestras carteras.
5. 6. 7. 8.
Compramos un collar. Miramos unas corbatas. Buscaron una cadena. Preparé el almuerzo.
B. Write each noun you circled in part A on the following lines. Write M or F next to the noun, depending on whether it is masculine or feminine. Then write S or P next to that, depending on whether the noun is singular or plural. Follow the model.
1. 2. 3. 4.
guantes M, P ________________ _______ 5. ________________ _______ 6. ________________ _______ 7. ________________ _______
________________ _______ ________________ _______ ________________ _______ ________________ _______
C. Now, write the correct direct object pronoun to replace each noun you wrote in part B. Follow the model. Modelo
1. 2. 3. 4.
guantes, M, P:
Los
busqué.
5. _____________ miramos. 6. _____________ buscaron. 7. _____________ preparé.
_____________ vendió. _____________ compré. _____________ llevamos. _____________ compramos.
240 Guided Practice Activities
7B-4
WEB CODE jcd- 0715
© Pearson Education, Inc. All rights reserved.
Modelo
Realidades
Nombre
Capítulo 7B
Fecha
Hora
Guided Practice Activities
7B-5
Lectura: ¡De compras! (pp. 364–365) A. The reading in your textbook is about shopping in Hispanic communities of four different U.S. cities: New York, Miami, Los Angeles, and San Antonio. Use what you know about each area of the country and make a list of three items you would expect to find in Hispanic shopping centers in each city.
1. New York a) _________________________________ b) _________________________________ c) __________________________________
3. a) b) c)
2. Miami a) _________________________________
4. San Antonio a) _______________________________
b) _________________________________ c) __________________________________
b) _______________________________ c) _______________________________
Los Angeles _______________________________ _______________________________ _______________________________
B. Now, look at the descriptions from the reading in your textbook and decide which city is being described. Write the name of the city in the space provided. Each city will be used once.
1. __________________________ Hay bodegas que venden productos típicos cubanos. 2. __________________________ En las joyerías de la calle Olvera, venden joyas de plata: aretes, collares, anillos y mucho más.
© Pearson Education, Inc. All rights reserved.
3. __________________________ En la calle 116, venden ropa, comida típica del Caribe, discos compactos, libros y mucho más. 4. __________________________ Es esta ciudad bonita, hay tiendas de artesanías mexicanas que son fabulosas. C. The narrator from the reading in your textbook buys things in each city. Some items may have been on your list in part A. Look at the things below that the narrator bought. Write the name of the city for each in the spaces provided.
1. ________________________ una piñata 2. ________________________ una camiseta con la bandera de Puerto Rico 3. ________________________ pasta de guayaba 4. ________________________ un sarape 5. ________________________ una pulsera bonita 6. ________________________ una blusa bordada
WEB CODE jcd- 0716
Guided Practice Activities
7B-5
241
Realidades
Nombre
Capítulo 7B
Fecha
Hora
Guided Practice Activities
7B-6
Presentación escrita (p. 367) Task: Write a letter to a cousin or other relative about a gift you bought for a member of your family. Let the relative know what you bought so that he or she will not buy the same item.
1 Prewrite. ●
Think of a birthday gift you bought for a family member’s birthday. It could be current or in the past. Answer the following questions about the gift to help organize your thoughts. Use complete sentences when you answer.
1. ¿Para quién es el regalo? _____________________________________________________ 2. ¿Qué compraste? ____________________________________________________________ 3. ¿Dónde compraste el regalo? _________________________________________________ 4. ¿Por qué compraste ese regalo? _______________________________________________ 5. ¿Cuánto pagaste por el regalo? _______________________________________________ 2 Draft. Use the form below to write a rough draft of your letter. Include all of the ● information you wrote in your answers in part 1. Look in your textbook for a model to help you. Querido(a) _________________________________: (name of the relative you are writing to) Compré ___________________________________ para ____________________. Lo compré en _____________________________________________________________. Creo que _________________________________________________________________. Pagué ___________________________________________________________________.
_________________________________ (your name)
3 Revise. ●
Read your letter again before you give it to a partner to review. Your teacher
will check: • • • •
how easy the letter is to understand how much information is included about the gift how appropriate the greeting and closing are the accuracy of the use of the preterite
242 Guided Practice Activities
7B-6
© Pearson Education, Inc. All rights reserved.
Tu ______________________________, (your relationship to the person)
Realidades
Nombre
Capítulo 8A
Fecha
Hora
Vocabulary Flash Cards, Sheet 1
Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun.
el mar
el país
© Pearson Education, Inc. All rights reserved.
la ciudad
Guided Practice Activities
Vocabulary Flash Cards 8A
243
Realidades
Nombre
Capítulo 8A
Fecha
Hora
Vocabulary Flash Cards, Sheet 2
el animal
el árbol
244 Guided Practice Activities
Vocabulary Flash Cards 8A
© Pearson Education, Inc. All rights reserved.
la atracción
el oso
Realidades
Nombre
Capítulo 8A
Fecha
Hora
Vocabulary Flash Cards, Sheet 3
aprender (a)
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bucear
tomar el sol
montar a caballo
comprar recuerdos
visitar
el lugar
Guided Practice Activities
Vocabulary Flash Cards 8A
245
Realidades
Nombre
Capítulo 8A
Fecha
Hora
Vocabulary Flash Cards, Sheet 4
¿Cómo lo pasaste?
dime
© Pearson Education, Inc. All rights reserved.
como
fantástico, fantástica
,
246 Guided Practice Activities
Vocabulary Flash Cards 8A
© Pearson Education, Inc. All rights reserved.
Realidades
Nombre
Capítulo 8A
Fecha
Hora
Vocabulary Flash Cards, Sheet 5
Fue un desastre.
ir de vacaciones
¿Qué te pasó?
el hotel
Me gustó.
regresar
impresionante
¿Qué hiciste?
salir
Guided Practice Activities
Vocabulary Flash Cards 8A
247
Realidades
Nombre
Capítulo 8A
Fecha
Hora
Vocabulary Flash Cards, Sheet 6
¿Te gustó?
¿Viste...?
durante
tremendo, tremenda
viajar
tarde
el viaje
temprano
,
248 Guided Practice Activities
Vocabulary Flash Cards 8A
© Pearson Education, Inc. All rights reserved.
vi
Realidades
Nombre
Capítulo 8A
Fecha
Hora
Vocabulary Check, Sheet 1
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
la ciudad el estadio el lago el mar el monumento el museo el país el parque de diversiones el parque nacional
© Pearson Education, Inc. All rights reserved.
la obra de teatro el zoológico el árbol el mono el oso el pájaro aprender (a) Fold In
Guided Practice Activities
Vocabulary Check 8A
249
Realidades
Nombre
Capítulo 8A
Fecha
Hora
Vocabulary Check, Sheet 2
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
city stadium lake sea monument museum country amusement park national park
play © Pearson Education, Inc. All rights reserved.
zoo tree monkey bear bird to learn Fold In
250 Guided Practice Activities
Vocabulary Check 8A
Realidades
Nombre
Capítulo 8A
Fecha
Hora
Vocabulary Check, Sheet 3
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
bucear
recuerdos descansar montar a caballo pasear en bote tomar el sol el autobús el avión el barco
© Pearson Education, Inc. All rights reserved.
el tren ir de vacaciones regresar salir
viajar el viaje Fold In
Guided Practice Activities
Vocabulary Check 8A
251
Realidades
Nombre
Capítulo 8A
Fecha
Hora
Vocabulary Check, Sheet 4
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
to scuba dive/ snorkel souvenirs to rest, to relax to ride horseback to go boating to sunbathe bus airplane boat, ship train © Pearson Education, Inc. All rights reserved.
to go on vacation to return to leave, to get out to travel trip
252 Guided Practice Activities
Vocabulary Check 8A
Fold In
To hear a complete list of the vocabulary for this chapter, go to Disc 2, Track 7 on the Guided Practice Audio CD, or go to www.phschool.com and type in the Web Code jcd-0889. Then click on Repaso del capítulo.
Realidades
Nombre
Capítulo 8A
Fecha
Hora
Guided Practice Activities
8A-1
The preterite of -er and -ir verbs (p. 383) • Regular -er and -ir verbs have their own set of preterite (past-tense) endings, just as they do in the present tense. • The preterite endings for regular -er and -ir verbs are exactly the same. comer → com- + endings yo
comí
nosotros/nosotras
comimos
tú
comiste
vosotros/vosotras
comisteis
usted/él/ella
comió
ustedes/ellos/ellas
comieron
escribir → escrib- + endings yo
escribí
nosotros/nosotras
escribimos
tú
escribiste
vosotros/vosotras
escribisteis
usted/él/ella
escribió
ustedes/ellos/ellas
escribieron
• Like regular -ar verbs in the preterite, regular -er and -ir verbs have an accent at the end of the yo and usted/él/ella forms: comí, escribió. A. Write the missing preterite forms in the chart. comer
escribir
salir
correr
comí
yo
escribiste
tú
aprendió
Ud./él/ella © Pearson Education, Inc. All rights reserved.
aprender
salimos
nosotros/nosotras
corrieron
Uds./ellos/ellas B. Circle the correct preterite form to complete each sentence.
1. Sofía ( comí / comió ) en un restaurante mexicano. 2. Ellos ( escribimos / escribieron ) una tarjeta a sus abuelos. 3. Tú ( aprendiste / aprendió ) a hablar español. 4. Yo ( salí / saliste ) para el trabajo. 5. Tú y yo ( corrieron / corrimos ) en el parque anoche. 6. Marta y Marcos ( comió / comieron ) el almuerzo en la cafetería. 7. Yo ( aprendí / aprendió ) a montar en monopatín. 8. Usted ( salió / salieron ) después de las clases. WEB CODE jcd- 0803
Guided Practice Activities
8A-1
253
Realidades
Nombre
Capítulo 8A
Fecha
Hora
Guided Practice Activities
8A-2
The preterite of -er and -ir verbs (continued) C. Complete the following sentences with the correct form of the verb in parentheses. Follow the model. Modelo
Tú (comer)
comiste
en la cafetería.
1. Nosotros (escribir) _______________________ unas tarjetas. 2. Tú (aprender) _______________________ a esquiar. 3. Yo (correr) _______________________ en el parque. 4. Ellos (salir) _______________________ de la escuela a las tres. 5. Ud. (comer) _______________________ una hamburguesa. 6. Nosotros (ver) _______________________ un video anoche. 7. Ustedes (compartir) _______________________ una pizza. 8. Tú y yo (aprender) _______________________ a montar en monopatín. 9. Yo (vivir) _______________________ en un apartamento. 10. Ella (comprender) _______________________ la lección de ayer. D. Use verbs from the list to say what you and your friends did last week. aprender a ver
comer salir de
compartir salir con
escribir correr
1. Yo ________________________________________________________________________. 3. Mis amigos y yo ____________________________________________________________. 4. Mis amigos y yo no _________________________________________________________.
254 Guided Practice Activities
8A-2
WEB CODE jcd- 0803
© Pearson Education, Inc. All rights reserved.
2. Yo no ______________________________________________________________________.
Realidades
Nombre
Capítulo 8A
Fecha
Hora
Guided Practice Activities
8A-3
The preterite of ir (p. 385) • Ir (to go) is an irregular verb in the present tense. It is also irregular in the preterite tense. Here are the preterite forms of ir. yo
fui
nosotros/nosotras
fuimos
tú
fuiste
vosotros/vosotras
fuisteis
usted/él/ella
fue
ustedes/ellos/ellas
fueron
• The preterite forms of ir are the same as the preterite forms of the verb ser (to be). You can tell which verb is meant by the meaning of the sentence. Marcos fue a Nueva York. Marcos went to New York. Fue un viaje fabuloso. It was a fabulous trip. A. Add the correct ending onto the preterite stem of ir to create its complete preterite form. Then rewrite the complete form. Follow the model. Modelo
yo fui
fui
1. yo fu_____ _________________
4. nosotros fu_____ _________________
2. tú fu_____ _________________
5. ellos fu_____ _________________
3. ella fu_____ _________________
6. ustedes fu_____ _________________
B. Circle the correct form of ir to complete each sentence.
1. Yo ( fue / fui ) a la tienda de ropa. 2. Ellos ( fueron / fuiste ) al estadio de béisbol. © Pearson Education, Inc. All rights reserved.
3. Tú ( fueron / fuiste ) a un parque nacional. 4. Nosotros ( fuimos / fueron ) al parque de diversiones. 5. Ud. ( fui / fue ) al teatro. 6. Uds. ( fuiste / fueron ) a la ciudad para comprar ropa. 7. Tú y yo ( fuimos / fuiste ) al mar para bucear. C. Complete each sentence by writing in the correct form of ir.
1. 2. 3. 4. 5. 6.
Yo ____________________ a un lugar muy bonito. Tú ____________________ al estadio de fútbol americano. Ella ____________________ al lago para pasear en bote. Nosotros ____________________ a la playa para tomar el sol. Ellos ____________________ al teatro para ver una obra de teatro. Ud. ____________________ al monumento en el parque nacional. WEB CODE jcd- 0804
Guided Practice Activities
8A-3
255
Realidades
Nombre
Capítulo 8A
Fecha
Hora
Guided Practice Activities
8A-4
The personal a (p. 387) • You have learned to identify the direct object of a sentence. The direct object tells who or what receives the action of the verb. I bought a ring. Compré un anillo. I saw a play. Vi una obra de teatro. • When the direct object is a person, a group of people, or a pet, you use a in front of the direct object. This use of the personal a has no equivalent in English and is not translated. I saw a video. Vi un video. I saw my grandmother. Vi a mi abuela. I saw my dog León. Vi a mi perro León. A. Underline the direct object in each sentence.
1. Vi un video.
4. Comimos una pizza.
2. Escribo una carta.
5. Compraste una corbata.
3. Visitaron a su familia.
6. Buscamos a nuestro perro.
B. Now, go look at each sentence from part A and write P next to those that refer to people or pets.
1. Vi un video. _____
4. Comimos una pizza. _____
2. Escribo una carta. _____
5. Compraste una corbata. _____
3. Visitaron a su familia. _____
6. Buscamos a nuestro perro. _____
D. Look at each sentence. If it requires a personal a, circle the a in parentheses. If it does not require a personal a, cross out the a in parentheses.
1. Compramos ( a ) un traje de baño y unos anteojos de sol. 2. Yo vi ( a ) un monumento grande en el parque nacional. 3. Escribimos muchas tarjetas ( a ) nuestros primos. 4. Visité ( a ) mi familia durante las vacaciones. 5. Lavaron ( a ) su perro Fifí. 6. Buscamos ( a ) una tienda de ropa buena. 7. Compré ( a ) un boleto de avión ayer. 8. Busqué ( a ) mi hermano menor en el parque de atracciones. 256 Guided Practice Activities
8A-4
WEB CODE jcd- 0805
© Pearson Education, Inc. All rights reserved.
C. Look at the sentences above in part B that you labeled with a P. Circle the personal a in each of those sentences.
Realidades
Nombre
Capítulo 8A
Fecha
Hora
Guided Practice Activities
8A-5
Lectura: Álbum de mi viaje a Perú (pp. 390–391) A. Sometimes you can use clues from the context of what you are reading to help discover the meaning of the word. Try to find the meaning of the five words listed below by using context clues from the reading in your textbook. Write in the English equivalent of each word in the space provided.
1. antigua
_____________________________________
2. impresionantes
_____________________________________
3. altura
_____________________________________
4. construyeron
_____________________________________
5. nivel
_____________________________________
B. The reading in your textbook is a journal entry from a trip to Perú by the author Sofía Porrúa. Each day that she writes in the journal, she is in a different location. Choose the location from the word bank and write it next to the day to which it corresponds. Cuzco
Machu Picchu
sobre las líneas de Nazca
en el lago Titicaca
Lima
1. domingo, 25 de julio ________________________________________________________ 2. miércoles, 28 de julio ________________________________________________________ 3. jueves, 29 de julio
________________________________________________________
4. sábado, 31 de julio
________________________________________________________
© Pearson Education, Inc. All rights reserved.
5. miércoles, 4 de agosto ________________________________________________________ C. In the first log entry, Sofía mentions her two companions, Beto and Carmen. Read the passage below about these two friends and answer the questions that follow.
Beto está sacando muchas fotos con su cámara digital. Carmen está dibujando todo lo que ve. Las montañas son fantásticas. 1. Sofía is capturing the trip by keeping a journal. How is Beto capturing the trip? _____________________________ And Carmen? ______________________________
2. What is Beto using to capture the trip? _________________________________________ What do you think Carmen is using? __________________________________________
WEB CODE jcd- 0806
Guided Practice Activities
8A-5
257
Realidades
Nombre
Capítulo 8A
Fecha
Hora
Guided Practice Activities
8A-6
Presentación oral (p. 393) Task: You will talk about a trip you took. It can be a real or an imaginary trip. Use photographs or drawings to make your talk more interesting. A. Think about the specifics of your trip. Answer the questions below in Spanish with as much detail as you can think of. Use complete sentences.
1. ¿Cuándo fuiste de viaje? _____________________________________________________ ____________________________________________________________________________
2. ¿Qué hiciste en tu viaje? _____________________________________________________ ____________________________________________________________________________
3. ¿Qué lugares visitaste? ______________________________________________________ ____________________________________________________________________________
4. ¿A quiénes viste? ____________________________________________________________ ____________________________________________________________________________
5. ¿Compraste algo? _________________ ¿Qué compraste? _________________________ ____________________________________________________________________________ B. You will need to create a visual presentation to go along with your talk. You can bring in actual photos or you can create drawings of a trip. Organize and attach your drawings or photos to a piece of posterboard. A good way to do this would be to put them in order of when they happened, going from the top to the bottom of the page.
En marzo de este año, fui a Florida para visitar a mi abuelita y a mis primos. Tomamos el sol en la playa y nadamos mucho. Aprendí a bucear y vi animales muy interesantes en el mar. Me gusta mucho Florida. Es un lugar fantástico. El viaje fue muy divertido. D. Now, write what you are going to say about your trip on the lines below. Remember to refer back to your photos or drawings.
258 Guided Practice Activities
8A-6
© Pearson Education, Inc. All rights reserved.
C. Read the following model before you write up the script for your talk. Notice that you should add how you felt about the trip at the end.
Realidades
Nombre
Capítulo 8B
Fecha
Hora
Vocabulary Flash Cards, Sheet 1
© Pearson Education, Inc. All rights reserved.
Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun.
Guided Practice Activities
Vocabulary Flash Cards 8B
259
Realidades
Nombre
Capítulo 8B
Fecha
llevar
Hora
Vocabulary Flash Cards, Sheet 2
usado, usada
,
reciclar
separar
el barrio
260 Guided Practice Activities
Vocabulary Flash Cards 8B
la comunidad
© Pearson Education, Inc. All rights reserved.
recoger
Realidades
Nombre
Capítulo 8B
Fecha
Hora
Vocabulary Flash Cards, Sheet 3
la anciana
© Pearson Education, Inc. All rights reserved.
la gente
el anciano
los demás
Guided Practice Activities
Vocabulary Flash Cards 8B
261
Realidades
Nombre
Capítulo 8B
Fecha
Hora
Vocabulary Flash Cards, Sheet 4
la niña
pobre
el niño
el problema
el voluntario, la voluntaria
© Pearson Education, Inc. All rights reserved.
los niños
el trabajo voluntario
,
262 Guided Practice Activities
Vocabulary Flash Cards 8B
© Pearson Education, Inc. All rights reserved.
Realidades
Nombre
Capítulo 8B
Fecha
Hora
Vocabulary Flash Cards, Sheet 5
a menudo
la experiencia
inolvidable
decidir
Hay que...
¿Qué más?
Es necesario.
increíble
la vez
Guided Practice Activities
Vocabulary Flash Cards 8B
263
Realidades
Nombre
Capítulo 8B
Fecha
Hora
Vocabulary Flash Cards, Sheet 6
otra vez
decir
© Pearson Education, Inc. All rights reserved.
264 Guided Practice Activities
Vocabulary Flash Cards 8B
Realidades
Nombre
Capítulo 8B
Fecha
Hora
Vocabulary Check, Sheet 1
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
la bolsa la botella la caja el cartón el centro de reciclaje la lata llevar
el periódico el plástico
© Pearson Education, Inc. All rights reserved.
reciclar recoger
separar usado, usada el vidrio el barrio la calle Fold In
la comunidad
Guided Practice Activities
Vocabulary Check 8B
265
Realidades
Nombre
Capítulo 8B
Fecha
Hora
Vocabulary Check, Sheet 2
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
bag, sack bottle box cardboard recycling center can to take; to carry newspaper plastic to recycle © Pearson Education, Inc. All rights reserved.
to collect; to gather to separate used glass neighborhood street, road Fold In
community 266 Guided Practice Activities
Vocabulary Check 8B
Realidades
Nombre
Capítulo 8B
Fecha
Hora
Vocabulary Check, Sheet 3
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
el jardín el río los ancianos el campamento los demás la escuela primaria la gente el juguete los niños pobre
© Pearson Education, Inc. All rights reserved.
el proyecto de construcción el trabajo voluntario
Fold In Guided Practice Activities
Vocabulary Check 8B
267
Realidades
Nombre
Capítulo 8B
Fecha
Hora
Vocabulary Check, Sheet 4
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
garden, yard river older people camp others primary school people toy children poor construction project © Pearson Education, Inc. All rights reserved.
volunteer work
268 Guided Practice Activities
Vocabulary Check 8B
Fold In
To hear a complete list of the vocabulary for this chapter, go to Disc 2, Track 8 on the Guided Practice Audio CD, or go to www.phschool.com and type in the Web Code jcd-0899. Then click on Repaso del capítulo.
Realidades
Nombre
Capítulo 8B
Fecha
Hora
Guided Practice Activities
8B-1
The present tense of decir (p. 408) • Decir (to say, to tell) is irregular in the present tense. Here are its forms: yo
digo
nosotros/nosotras
decimos
tú
dices
vosotros/vosotras
decís
usted/él/ella
dice
ustedes/ellos/ellas
dicen
• Notice that all the forms have an i in the stem except for the nosotros/nosotras and vosotros/vosotras forms (decimos, decís). A. Write the correct forms of decir in the chart. yo
nosotros/nosotras
tú
vosotros/vosotras
Ud./él/ella
Uds./ellos/ellas
decís
B. Circle the correct forms of decir to complete each sentence.
1. Mis abuelos ( dicen / dice ) que el parque es bonito. 2. Yo ( dices / digo ) que es un video interesante. 3. Tú ( dices / dicen ) que el restaurante es bueno. 4. Ellos ( dice / dicen ) que la profesora es inteligente. 5. Nosotros ( dicen / decimos ) que el parque de diversiones es fantástico. © Pearson Education, Inc. All rights reserved.
6. Ustedes ( digo / dicen ) que es divertido bucear. 7. Tú y yo ( dices / decimos ) que nos gusta pasear en bote. C. Write complete sentences to find out what the people indicated say about a museum. Follow the model. Modelo
Inés / decir que es fantástico
Inés dice que es fantástico. 1. tú / decir que es aburrido
_____________________________________________
2. yo / decir que es interesante
_____________________________________________
3. ellos / decir que es divertido
_____________________________________________
4. nosotros / decir que es grande
_____________________________________________
5. Ud. / decir que es impresionante _____________________________________________
WEB CODE jcd- 0813
Guided Practice Activities
8B-1
269
Realidades
Nombre
Capítulo 8B
Fecha
Hora
Guided Practice Activities
8B-2
Indirect object pronouns (p. 410) • An indirect object tells to whom or for whom an action is performed. In order to identify an indirect object, take the verb in the sentence and ask “For whom?” or “To whom?” Te traigo un recuerdo. I bring you a souvenir. “To you.” “To whom do I bring a souvenir?” • Indirect object pronouns must agree with the person they refer to. Singular
Plural
(yo)
me (to/for) me
(tú)
te (to/for) you (familiar)
(Ud./él/ella) le
(nosotros)
nos (to/for) us
(to/for) you (formal), (Uds./ellos/ellas) les (to/for) you (formal), him, her them
• Like direct object pronouns, indirect object pronouns go before a conjugated verb. Te compré una tarjeta. I bought you a card. • When there is an infinitive with a conjugated verb, the indirect object pronoun can attach to the end of the infinitive or go before the conjugated verb. Me van a comprar una camiseta. They are going to buy me a T-shirt. Van a comprarme una camiseta. They are going to buy me a T-shirt. A. Underline the indirect object pronoun in each sentence.
4. Nos dan regalos.
2. Me trae un vaso de agua.
5. Les compramos una camiseta.
3. Le ayudo con la tarea.
6. Le llevamos unos libros.
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1. Te escribí una tarjeta.
B. Circle the correct indirect object pronoun. Follow the model. Modelo
tú:
( Te / Le ) damos un boleto de avión.
1. yo:
( Me / Nos ) ayudan con la tarea.
2. tú:
( Te / Les ) llevo un regalo.
3. ella:
( Le / Les ) escribo una tarjeta.
4. nosotros:
( Nos / Les ) compraron unos zapatos.
5. ellos:
( Le / Les ) trae un vaso de agua.
6. él:
( Le / Me ) lavo el coche.
7. tú:
( Me / Te ) damos unas flores.
8. tú y yo:
( Me / Nos ) traen un recuerdo de las vacaciones.
270 Guided Practice Activities
8B-2
WEB CODE jcd- 0815
Realidades
Nombre
Capítulo 8B
Fecha
Hora
Guided Practice Activities
8B-3
Indirect object pronouns (continued) C. Write the correct indirect object pronoun in each sentence. Follow the model. Modelo
yo:
Me
traen el periódico.
1. yo:
__________________ ayudan a limpiar el baño.
2. tú:
__________________ compran una sudadera.
3. él:
__________________ dan una bicicleta nueva.
4. nosotros:
__________________ traen unas cajas de cartón.
5. Ud.:
__________________ escriben una tarjeta.
6. ellos:
__________________ compro unos platos.
7. tú y yo:
__________________ traen una pizza grande.
8. Uds.:
__________________ compro un boleto de avión.
9. yo:
__________________ traen un vaso de jugo.
10. tú:
__________________ dan unos juguetes.
D. Write sentences to say to whom Susana is telling the truth. Follow the model.
© Pearson Education, Inc. All rights reserved.
Modelo
yo
Susana me dice la verdad.
1. tú
__________________________________________________________________
2. él
__________________________________________________________________
3. nosotros
__________________________________________________________________
4. ellos
__________________________________________________________________
5. ella
__________________________________________________________________
6. tú y yo
__________________________________________________________________
7. ustedes
__________________________________________________________________
WEB CODE jcd- 0815
Guided Practice Activities
8B-3
271
Realidades
Nombre
Capítulo 8B
Fecha
Hora
Guided Practice Activities
8B-4
The preterite of hacer and dar (p. 412) • The verbs hacer (to make, to do) and dar (to give) are irregular in the preterite. hacer yo
hice
nosotros/nosotras
hicimos
tú
hiciste
vosotros/vosotras
hicisteis
usted/él/ella
hizo
ustedes/ellos/ellas
hicieron
dar yo
di
nosotros/nosotras
dimos
tú
diste
vosotros/vosotras
disteis
usted/él/ella
dio
ustedes/ellos/ellas
dieron
• These verbs have no accent marks in the preterite forms. • Notice the change from c to z in the usted/él/ella form of hacer: hizo. A. Write the missing forms of hacer and dar in the chart. hacer
dar
hice
yo tú
diste
Ud./él/ella
dio
nosotros/nosotras
hicimos dieron
Uds./ellos/ellas
1. tú ( diste / dio ), ( hizo / hiciste )
4. ellas ( di / dieron ), ( hice / hicieron )
2. yo ( dio / di ), ( hice / hicimos )
5. él ( diste / dio ), ( hizo / hice )
3. tú y yo ( dimos / diste ), ( hizo / hicimos ) 6. Ud. ( di / dio ), ( hizo / hiciste ) C. Complete each sentence with the correct form of the verb indicated. Follow the model. The boldfaced word is the subject of the sentence. Modelo
1. 2. 3. 4.
Ella me (dar)
dio
un libro.
Tú me (dar) _____________________ un regalo bonito. Ellos me (hacer) _____________________ un suéter fantástico. Nosotros te (dar) _____________________ unos discos compactos. Ud. me (hacer) _____________________ un pastel sabroso.
272 Guided Practice Activities
8B-4
WEB CODE jcd- 0814
© Pearson Education, Inc. All rights reserved.
B. Circle the correct forms of hacer and dar for each subject pronoun.
Realidades
Nombre
Capítulo 8B
Fecha
Hora
Guided Practice Activities
8B-5
Lectura: Hábitat para la Humanidad Internacional (pp. 416–417) A. Recognizing cognates has helped you understand many of the readings in your textbook. The reading on Habitat for Humanity is no exception. Look at the words below and write their English equivalents in the spaces provided.
1. organización ________________________ 4. donaciones _______________________ 2. internacional ________________________ 5. privadas _________________________ 3. comunidades _______________________ 6. miembros ________________________ B. Answer the following questions in Spanish in order to understand the main idea of the reading in your textbook.
1. ¿Qué es Hábitat y qué hace? Hábitat es una ____________________________________ ___________________________________________________________________________.
2. ¿Cuál es el objetivo de Hábitat? Su objetivo es __________________________________ ___________________________________________________________________________.
3. ¿Cuántos proyectos en total tiene Hábitat en el mundo? Hábitat tiene _____________ ___________________________________________________________________________. C. Now, read the following passage to get more specific information about a typical Habitat project. Answer the questions that follow.
© Pearson Education, Inc. All rights reserved.
Según Hábitat, las personas pobres tienen que ayudar a construir sus casas. Es una manera positiva de ayudar a los demás. Hábitat les da los materiales de construcción y los trabajadores voluntarios. 1. According to Habitat, who has to help build the houses? _________________________ ____________________________________________________________________________
2. Who gives these people materials? ____________________________________________ ____________________________________________________________________________
3. Who else helps build the houses? _____________________________________________ ____________________________________________________________________________
4. Why do you think Habitat has such success? ___________________________________ ____________________________________________________________________________ ____________________________________________________________________________
WEB CODE jcd- 0816
Guided Practice Activities
8B-5
273
Realidades
Nombre
Capítulo 8B
Fecha
Hora
Guided Practice Activities
8B-6
Presentación escrita (p. 419) Task: Imagine that you have to organize a clean-up campaign for a park, recreation center, school playground, or other place in your community. Make a poster announcing the project and inviting students to participate.
1 Prewrite. ●
Answer the following questions about your project:
a) ¿Qué van a limpiar ustedes? ____________________________________________________________________________
b) ¿Dónde está el lugar? ____________________________________________________________________________
c)
¿Qué tienen que hacer para preparar a limpiar? ____________________________________________________________________________
d)
¿Qué día van a trabajar? ____________________________________________________________________________
e)
¿Cuántas horas van a trabajar? ____________________________________________________________________________
f) ¿Quién(es) puede(n) participar? ____________________________________________________________________________
3 Revise. ●
Check your rough draft to make sure it is what you want. Your partner will check your work. Look on page 419 of your textbook to see what he or she will check.
4 Publish. ●
Take your partner’s suggestions and do the changes necessary to make your poster as complete and effective as you can. Since you are now working on your final draft, your writing should be neat and your presentation should be on a clean poster. Your work may be presented in the classroom or even on the walls elsewhere in school, so make it look attractive!
274 Guided Practice Activities
8B-6
© Pearson Education, Inc. All rights reserved.
2 Draft. Your answers to the questions above will determine what you say in your ● rough draft. Write your answers on a separate sheet of paper and organize them so that they will be easy to read and understand. You should also include any drawings, photos, or useful magazine cutouts you can find as part of your poster.
Realidades
Nombre
Capítulo 9A
Fecha
Hora
Vocabulary Flash Cards, Sheet 1
Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun.
© Pearson Education, Inc. All rights reserved.
el canal
Guided Practice Activities
Vocabulary Flash Cards 9A
275
Realidades
Nombre
Capítulo 9A
Fecha
Hora
Vocabulary Flash Cards, Sheet 2
276 Guided Practice Activities
Vocabulary Flash Cards 9A
© Pearson Education, Inc. All rights reserved.
la actriz
Realidades
Nombre
Capítulo 9A
Fecha
cómico, cómica
Hora
Vocabulary Flash Cards, Sheet 3
infantil
violento, violenta
© Pearson Education, Inc. All rights reserved.
,
,
emocionante
realista
me aburre(n)
fascinante
tonto, tonta
me interesa(n)
,
Guided Practice Activities
Vocabulary Flash Cards 9A
277
Realidades
Nombre
Capítulo 9A
Fecha
dar
Hora
Vocabulary Flash Cards, Sheet 4
terminar
medio, media
,
más de
¿Qué clase de...?
empezar
menos de
acabar de
278 Guided Practice Activities
Vocabulary Flash Cards 9A
© Pearson Education, Inc. All rights reserved.
durar
© Pearson Education, Inc. All rights reserved.
Realidades
Nombre
Capítulo 9A
Fecha
Hora
Vocabulary Flash Cards, Sheet 5
aburrir
faltar
antes de
doler
interesar
casi
encantar
quedar
Guided Practice Activities
¿De veras?
Vocabulary Flash Cards 9A
279
Realidades
Nombre
Capítulo 9A
Fecha
especialmente
Hora
Vocabulary Flash Cards, Sheet 6
ya
por eso
© Pearson Education, Inc. All rights reserved.
sobre
280 Guided Practice Activities
Vocabulary Flash Cards 9A
Realidades
Nombre
Capítulo 9A
Fecha
Hora
Vocabulary Check, Sheet 1
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
el canal el programa de concursos el programa de dibujos animados el programa deportivo el programa de entrevistas el programa de la vida real el programa de noticias
© Pearson Education, Inc. All rights reserved.
el programa educativo el programa musical la telenovela la comedia el drama
Fold In
la película de ciencia ficción
Guided Practice Activities
Vocabulary Check 9A
281
Realidades
Nombre
Capítulo 9A
Fecha
Hora
Vocabulary Check, Sheet 2
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
channel game show
cartoon show
sports show
interview show
reality program
news program
educational program © Pearson Education, Inc. All rights reserved.
musical program soap opera comedy drama
282 Guided Practice Activities
Fold In
science fiction movie
Vocabulary Check 9A
Realidades
Nombre
Capítulo 9A
Fecha
Hora
Vocabulary Check, Sheet 3
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
la película de horror la película policíaca la película romántica emocionante fascinante infantil
tonto, tonta violento, violenta
© Pearson Education, Inc. All rights reserved.
el actor la actriz dar durar empezar terminar
Fold In
Guided Practice Activities
Vocabulary Check 9A
283
Realidades
Nombre
Capítulo 9A
Fecha
Hora
Vocabulary Check, Sheet 4
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
horror movie
crime movie, mystery romantic movie touching fascinating for children; childish silly, stupid violent actor © Pearson Education, Inc. All rights reserved.
actress to show to last to begin to end
284 Guided Practice Activities
Vocabulary Check 9A
Fold In
To hear a complete list of the vocabulary for this chapter, go to Disc 2, Track 9 on the Guided Practice Audio CD, or go to www.phschool.com and type in the Web Code jcd-0989. Then click on Repaso del capítulo.
Realidades
Nombre
Capítulo 9A
Hora
Guided Practice Activities
Fecha
9A-1
Acabar de + infinitive (p. 434) • Use present-tense forms of acabar with an infinitive to say that you and others have just finished doing something. Acabo de tomar una siesta. I just took a nap. Acabamos de patinar. We just went skating. • Here are the present-tense forms of acabar, which is a regular -ar verb. yo
acabo
nosotros/nosotras
acabamos
tú
acabas
vosotros/vosotras
acabáis
usted/él/ella
acaba
ustedes/ellos/ellas
acaban
A. Write the correct forms of acabar in the chart. yo
nosotros/nosotras
tú
vosotros/vosotras
Ud./él/ella
Uds./ellos/ellas
acabáis
B. Circle the correct form of acabar to complete each sentence.
1. Yo ( acaba / acabo ) de ver un programa de la vida real. 2. Tú ( acabas / acabamos ) de ir al cine. 3. Ellos ( acaban / acaba ) de ver un video.
© Pearson Education, Inc. All rights reserved.
4. Tú y yo ( acabas / acabamos ) de cambiar el canal. 5. Usted ( acabo / acaba ) de ver una película policíaca. 6. Nosotros ( acabas / acabamos ) de hablar de las comedias. 7. Ustedes ( acabamos / acaban ) de comprar un lector DVD. C. Complete each sentence with an activity you recently finished. Use the activities from part B above for ideas.
1. Yo acabo de ________________________________________________________________. 2. Mis amigos y yo acabamos de ________________________________________________. 3. Mi profesor (profesora) acaba de _____________________________________________. 4. Los estudiantes de la escuela acaban de _______________________________________.
WEB CODE jcd- 0903
Guided Practice Activities
9A-1
285
Realidades
Nombre
Capítulo 9A
Fecha
Hora
Guided Practice Activities
9A-2
Acabar de + infinitive (continued) D. Complete the following conversations with the correct forms of acabar. ADELA: ANA: LUIS: MARCOS: LUIS:
Mis amigos y yo ___________________ de ver una película de horror. ¿Sí? ¡Qué casualidad! Yo también ___________________ de ver una película de horror. ¿Tú ___________________ de ver las noticias? Sí. ¿Y ustedes? Nosotros ___________________ de ver un programa de concursos.
E. Create complete sentences. Follow the model. Modelo
Alejandra / acabar de / sacar la basura
Alejandra acaba de sacar la basura. 1. Natalia / acabar de / dar de comer al gato ____________________________________________________________________________
2. yo / acabar de / lavar los platos ____________________________________________________________________________
3. ellos / acabar de / quitar la mesa ____________________________________________________________________________
4. tú y yo / acabar de / cortar el césped ____________________________________________________________________________
5. tú / acabar de / limpiar el baño 6. Ud. / acabar de / pasar la aspiradora ____________________________________________________________________________ F. Complete each sentence with forms of acabar de to say what you and other people you know recently did.
1. Yo ________________________________________________________________________. 2. Mi familia _________________________________________________________________. 3. Mis amigos y yo ____________________________________________________________. 4. Los estudiantes de la escuela _________________________________________________.
286 Guided Practice Activities
9A-2
WEB CODE jcd- 0903
© Pearson Education, Inc. All rights reserved.
____________________________________________________________________________
Realidades
Nombre
Capítulo 9A
Hora
Guided Practice Activities
Fecha
9A-3
Gustar and similar verbs (p. 436)
© Pearson Education, Inc. All rights reserved.
• Gustar (to please) is different from other verbs you’ve learned. It is only used in its third person forms: gusta and gustan. • Gustar is used with indirect object pronouns (me, te, le, nos, and les). • Gustar agrees with the subject of the sentence, which is the object or objects that are pleasing to someone. indirect object pronoun + gusta + singular subject: Me gusta esa comedia. I like that comedy. (That comedy pleases me.) indirect object pronoun + gustan + plural subject: Nos gustan los dramas. We like dramas. (Dramas please us.) • Some other verbs are similar to gustar: aburrir (aburre/aburren) (to bore): Me aburre ese programa. Me aburren las telenovelas. doler (duele/duelen) (to hurt): Te duele la mano. Te duelen los pies. encantar (encanta/encantan) (to like a lot): Nos encanta el teatro. Nos encantan los museos. faltar (falta/faltan) (to lack, to be missing): Les falta un vaso. Les faltan los anteojos. interesar (interesa/interesan) (to interest): Me interesa la literatura. Me interesan las ciencias. quedar (queda/quedan) (to fit): Te queda bien el vestido. Te quedan bien los zapatos. A. Look at each sentence. Circle the subject and underline the form of gustar. Follow the model. Modelo
Te gustan los programas de noticias.
P
1. Me gustan los programas de entrevista. _____ 2. Nos gusta la telenovela nueva. _____ 3. ¿Te gusta el canal de deportes? _____ 4. Les gustan los programas de dibujos animados. _____ 5. Le gustan los programas de la vida real. _____ 6. Nos gusta el programa musical en el canal 27. _____ B. Now, go back to the sentences in part A and write an S if they are singular (gusta + singular subject) or a P if they are plural (gustan + plural subject).
WEB CODE jcd- 0904
Guided Practice Activities
9A-3
287
Realidades
Nombre
Capítulo 9A
Fecha
Hora
Guided Practice Activities
9A-4
Gustar and similar verbs (continued) C. Circle the correct form of gustar to complete each sentence.
1. Nos ( gusta / gustan ) las ciudades grandes. 2. Te ( gusta / gustan ) los parques nacionales. 3. Les ( gusta / gustan ) el teatro. 4. Me ( gusta / gustan ) el parque de diversiones. 5. Le ( gusta / gustan ) los animales. D. Write the correct form of gustar to complete each sentence.
1. Nos _____________ los jeans.
4. Me _____________ el traje.
2. Les _____________ los zapatos.
5. Te _____________ las botas.
3. Le _____________ la gorra.
6. Les _____________ el suéter.
E. These sentences use verbs that are similar to gustar. Circle the correct form for each verb.
1. Nos ( encanta / encantan ) las tiendas de ropa. 2. Me ( aburre / aburren ) los programas de la vida real. 3. Te ( duele / duelen ) los pies. 4. Les ( interesa / interesan ) los programas de noticias. 5. Le ( falta / faltan ) un cuchillo. 6. Me ( queda / quedan ) bien la falda. © Pearson Education, Inc. All rights reserved.
F. Now write a or an to complete each of the following verbs.
1. Me encant_____ los programas de concursos. 2. Te interes_____ la nueva telenovela. 3. Nos falt_____ un vaso. 4. Me qued_____ bien la sudadera. G. Write e or en to complete each of the following verbs.
1. Le aburr_____ los programas educativos. 2. Me duel_____ la cabeza. 3. Nos aburr_____ ese libro. 4. Te duel_____ el estómago. 288 Guided Practice Activities
9A-4
WEB CODE jcd- 0904
Realidades
Nombre
Capítulo 9A
Fecha
Hora
Guided Practice Activities
9A-5
Lectura: Una semana sin televisión (pp. 440–441) A. Read through the reading in your textbook without stopping to look up words in a dictionary. On a separate sheet of paper, make a list of any words you don’t know. Then, answer the following questions about the reading in Spanish. If you have trouble with any of the words, look them up while you answer the questions.
1. ¿Qué dos cosas hacen los niños estadounidenses más que cualquier otra cosa? ______________________________ y ________________________________
2. Según los estudios, ¿cuáles son tres resultados malos del ver demasiado la televisión? _____________________________, ______________________________ y _____________________________
3. ¿Qué hacen millones de personas durante el mes de abril? ___________________________________________________________________________. B. Read through the reading in your textbook once more. If there are words or phrases you still do not understand, look them up in a dictionary. Now, answer the questions below circling C for cierto (true) and F for falso (false).
1. C F Según la lectura, los niños comen más que cualquier otra cosa, a excepción de dormir. 2. C F Ver demasiado la televisión puede resultar en un exceso de peso.
© Pearson Education, Inc. All rights reserved.
3. C F En cuatro horas de dibujos animados el sábado por la mañana, los niños pueden ver más de 200 anuncios sobre los deportes. 4. C F Hay estudios que dicen que los niños que ven demasiado la tele pueden tener más probabilidad de ser violentos y agresivos de adultos. 5. C F Para muchas familias en varios países una semana sin televisión les da la oportunidad de hacer cosas interesantes en vez de ver la tele. C. You may have a discussion about the benefits and drawbacks of watching TV. Think of which argument you want to support. Then write three reasons in Spanish for why you feel this way. You can use information from the reading in your textbook or from personal experience. Razón 1: ________________________________________________________________________ Razón 2: ________________________________________________________________________ Razón 3: ________________________________________________________________________
WEB CODE jcd- 0905
Guided Practice Activities
9A-5
289
Realidades
Nombre
Capítulo 9A
Fecha
Hora
Guided Practice Activities
9A-6
Presentación oral (p. 443) Task: You are going to write a review of a movie or television show that was on your school’s closed-circuit TV system. Prepare a summary of the movie or show. A. Choose a movie or show to talk about. Fill in the chart with the information about your show or movie. Nombre Clase de película o programa Actor/Actores Actriz/Actrices Cómo es Cuánto tiempo dura Para quiénes es B. Collect visuals to go along with your presentation. They could be ads or photos from a newspaper or magazine, such as a TV guide, or you could download pictures from the Internet. Make a poster with all of the items you collect. C. Use the notes you took in part A to prepare your presentation. Write out complete sentences for each topic in the spaces below.
1. ___________________________________________________________________________. 2. ___________________________________________________________________________. 4. ___________________________________________________________________________. 5. ___________________________________________________________________________. 6. ___________________________________________________________________________. 7. ___________________________________________________________________________. D. Now, put together your finished poster and your sentences and practice your presentation. Remember to: _____ speak clearly _____ use complete sentences _____ provide all key information about the movie or show
290 Guided Practice Activities
9A-6
© Pearson Education, Inc. All rights reserved.
3. ___________________________________________________________________________.
Realidades
Nombre
Capítulo 9B
Fecha
Hora
Vocabulary Flash Cards, Sheet 1
© Pearson Education, Inc. All rights reserved.
Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun.
comunicarse
enviar
buscar
bajar
la canción
Guided Practice Activities
Vocabulary Flash Cards 9B
291
Realidades
Nombre
Capítulo 9B
Fecha
Hora
Vocabulary Flash Cards, Sheet 2
la composición
el curso
el documento
escribir por correo electrónico
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crear
292 Guided Practice Activities
estar en línea
Vocabulary Flash Cards 9B
© Pearson Education, Inc. All rights reserved.
@ vvdfsvdsvbb.com sdjksd adeeff
@ svssd fvv dvdc
Realidades
Capítulo 9B
Nombre
Hora
Vocabulary Flash Cards, Sheet 3
Fecha
@ vvdfsvdsvbb.com sdjksd adeeff
sdjksd
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http : //www.sdjksdkvvjkjvs.com
@ svssd fvv dvdc
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acasdcasdc rbb
el informe
© Pearson Education, Inc. All rights reserved.
los gráficos
el laboratorio
la presentación
@ vvdfsvdsvbb.com sdjksd adeeff
@ svssd
sdjksd
@ http
stgb : //www.sdjksdk stgbdsd
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la información
Guided Practice Activities
Vocabulary Flash Cards 9B
293
Realidades
Nombre
Capítulo 9B
Fecha
visitar salones de chat
complicado, complicada
Hora
Vocabulary Flash Cards, Sheet 4
¿Qué te parece?
tener miedo (de)
rápidamente
conocer
Sirve para...
saber
,
294 Guided Practice Activities
Vocabulary Flash Cards 9B
© Pearson Education, Inc. All rights reserved.
¿Para qué sirve?
Realidades
Nombre
Capítulo 9B
Fecha
Hora
Vocabulary Check, Sheet 1
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
cara a cara la carta comunicarse
enviar la tarjeta bajar buscar la cámara digital la canción
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la composición la computadora portátil crear el curso la diapositiva la dirección electrónica Fold In
el documento
Guided Practice Activities
Vocabulary Check 9B
295
Realidades
Nombre
Capítulo 9B
Fecha
Hora
Vocabulary Check, Sheet 2
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
face-to-face letter to communicate (with) to send card to download to search (for) digital camera
song composition © Pearson Education, Inc. All rights reserved.
laptop computer to create course slide e-mail address
Fold In
document
296 Guided Practice Activities
Vocabulary Check 9B
Realidades
Nombre
Capítulo 9B
Fecha
Hora
Vocabulary Check, Sheet 3
Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
escribir por correo electrónico estar en línea grabar un disco compacto los gráficos la información el informe el laboratorio navegar en la Red la presentación
© Pearson Education, Inc. All rights reserved.
el sitio Web visitar salones de chat
Fold In Guided Practice Activities
Vocabulary Check 9B
297
Realidades
Nombre
Capítulo 9B
Fecha
Hora
Vocabulary Check, Sheet 4
Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work.
to send an e-mail message to be online to burn a CD
graphics information report laboratory to surf the Web presentation Web site © Pearson Education, Inc. All rights reserved.
to visit chat rooms
298 Guided Practice Activities
Vocabulary Check 9B
Fold In
To hear a complete list of the vocabulary for this chapter, go to Disc 2, Track 10 on the Guided Practice Audio CD, or go to www.phschool.com and type in the Web Code jcd-0999. Then click on Repaso del capítulo.
Realidades
Nombre
Capítulo 9B
Fecha
Hora
Guided Practice Activities
9B-1
The present tense of pedir and servir (p. 458) • You have learned other verbs with stem changes in the present tense (pensar, querer, preferir), where the stem changes from e to ie. • Pedir (to ask for) and servir (to serve, or to be useful for) are also stem-changing verbs in the present tense, but their stem changes from e to i. • Here are the present tense forms of pedir and servir. Notice that the nosotros/nosotras and vosotros/vosotras forms do not change their stem. yo
pido
nosotros/nosotras
pedimos
tú
pides
vosotros/vosotras
pedís
usted/él/ella
pide
ustedes/ellos/ellas
piden
yo
sirvo
nosotros/nosotras
servimos
tú
sirves
vosotros/vosotras
servís
usted/él/ella
sirve
ustedes/ellos/ellas
sirven
A. Complete the chart with the correct forms of pedir and servir. pedir
servir
pido
yo
sirves
tú Ud./él/ella
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nosotros/nosotras Uds./ellos/ellas B. Write e or i in the blank to complete each verb form.
1. yo p_____do
6. ellos s_____rven
2. tú s_____rves
7. nosotros p_____dimos
3. nosotros s_____rvimos
8. ella s_____rve
4. ellos p_____den
9. yo s_____rvo
5. Ud. s_____rve
WEB CODE jcd- 0913
10. tú p_____des
Guided Practice Activities
9B-1
299
Realidades
Nombre
Capítulo 9B
Fecha
Hora
Guided Practice Activities
9B-2
The present tense of pedir and servir (continued) C. Circle the correct form of pedir or servir to complete each sentence.
1. Tú ( sirve / sirves ) café con leche y unas galletas. 2. Yo ( pido / pedimos ) una hamburguesa con papas fritas para el almuerzo. 3. Nosotros ( pido / pedimos ) un jugo de naranja. 4. Este libro ( sirves / sirve ) para aprender química. 5. Ellos ( pedimos / piden ) un tenedor limpio. 6. Todos los domingos mi madre ( sirve / sirven ) pescado para la cena. 7. Tú y yo ( pido / pedimos ) ayuda con la computadora. 8. Las computadoras ( sirven / servimos ) para conectar los sitios Web. D. Write the correct form of the verb in the blank. Follow the model. Modelo
Yo siempre (pedir)
pido
yogur para el desayuno.
1. Mis amigos (servir) __________________ café con el postre. 2. Nosotros siempre (pedir) __________________ café con leche. 3. Las computadoras (servir) __________________ para navegar la Red. 4. Tú y yo (servir) __________________ jugo de naranja con una ensalada de frutas. 5. Tú siempre (pedir) __________________ pizza para la cena. 6. Mis hermanos siempre (pedir) __________________ huevos para el desayuno. E. Complete the following sentences in a logical manner. Follow the models for ideas. .
sirven para escribir
En el restaurante mexicano, yo siempre (pedir)
pido enchiladas
.
1. Mi computadora (servir) _____________________________________________________ ___________________________________________________________________________.
2. Para el desayuno, yo siempre (pedir) __________________________________________ ___________________________________________________________________________.
3. Para el almuerzo, la cafetería siempre (servir) ___________________________________ ___________________________________________________________________________.
4. Cuando vamos a un restaurante, mis amigos y yo (pedir) ________________________ ___________________________________________________________________________.
300 Guided Practice Activities
9B-2
WEB CODE jcd- 0913
© Pearson Education, Inc. All rights reserved.
Modelos Los bolígrafos (servir)
Realidades
Nombre
Capítulo 9B
Fecha
Hora
Guided Practice Activities
9B-3
Saber and conocer (p. 460) • Both these verbs are irregular in the yo form only. Here are their present-tense forms. yo
sé
nosotros/nosotras
sabemos
tú
sabes
vosotros/vosotras
sabéis
usted/él/ella
sabe
ustedes/ellos/ellas
saben
yo
conozco
nosotros/nosotras
conocemos
tú
conoces
vosotros/vosotras
conocéis
usted/él/ella
conoce
ustedes/ellos/ellas
conocen
A. Write the missing forms of saber and conocer in the chart. saber
conocer
sé
yo tú Ud./él/ella nosotros/nosotras
conocemos
© Pearson Education, Inc. All rights reserved.
Uds./ellos/ellas • Both saber and conocer mean to know. • Saber means to know how to do something or to know a fact: Ella sabe patinar. She knows how to skate. Él sabe la respuesta. He knows the answer. • Conocer means to know a person or to be familiar with a place or thing. Remember to use the personal a with conocer when it is used with a person. Ella conoce Madrid. She knows (is familiar with) Madrid. He knows Miguel. Él conoce a Miguel. B. Look at each person, place, or thing. Write S if you would use saber or C if you would use conocer. Follow the model. Modelo
S las matemáticas
1. _____ la profesora de español
4. _____ Tokyo
2. _____ nadar
5. _____ Britney Spears
3. _____ tocar la guitarra
6. _____ la respuesta correcta
WEB CODE jcd- 0914
Guided Practice Activities
9B-3
301
Realidades
Nombre
Capítulo 9B
Fecha
Hora
Guided Practice Activities
9B-4
Saber and conocer (continued) C. Circle the correct verb form of conocer in each sentence.
1. Yo ( conoce / conozco ) una tienda muy buena para comprar ropa. 2. Ellos ( conoces / conocen ) muy bien la ciudad de Nueva York. 3. Ella ( conoce / conozco ) a todos los estudiantes de la clase. 4. Tú y yo ( conocemos / conozco ) la música de Carlos Santana. D. Circle the correct form of saber in each sentence.
1. Nosotros ( saben / sabemos ) hablar español. 2. Yo ( sabe / sé ) la respuesta correcta. 3. Tú ( sabes / sabe ) dónde está la clase de matemáticas. 4. Ud. ( sabes / sabe ) esquiar y nadar. E. Complete each sentence with a form of saber or conocer. Circle the correct verb form according to the context.
1. Tú y yo ( sabemos / conocemos ) tocar el piano. 2. Ellas ( saben / conocen ) dónde están las llaves. 3. Yo ( sé / conozco ) al presidente de los Estados Unidos. 4. Tú ( sabes / conoces ) bien la ciudad de Chicago. 5. Ud. ( sabe / conoce ) usar la computadora nueva. 6. Nosotros ( sabemos / conocemos ) el nombre de una canción en español. 8. Uds. ( saben / conocen ) a la estudiante nueva. F. Complete the following sentences. Use ideas from the activities above or other words you know. Follow the model. Modelo
Yo (saber)
sé montar en bicicleta
.
1. Yo (saber) __________________________________________________________________. 2. Yo no (saber) _______________________________________________________________. 3. Yo (conocer) _______________________________________________________________. 4. Yo no (conocer) _____________________________________________________________.
302 Guided Practice Activities
9B-4
WEB CODE jcd- 0914
© Pearson Education, Inc. All rights reserved.
7. Tú ( sabes / conoces ) a todos los estudiantes de la clase.
Realidades
Nombre
Capítulo 9B
Fecha
Hora
Guided Practice Activities
9B-5
Lectura: La invasión del ciberspanglish (pp. 464–465) A. The article in your textbook talks about the influence of computers on language. What computer terms can you think of in English? Write ten words or phrases that are commonly used when talking about the computer or the Internet. The first two have been done for you.
surf the Web 1. ___________________________________
6. __________________________________
to download 2. ___________________________________
7. __________________________________
3. ___________________________________
8. __________________________________
4. ___________________________________
9. __________________________________
5. ___________________________________ 10. __________________________________
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B. Did you find words in the reading similar to those on your list? You may have found the ciberspanglish words as well as the more correct Spanish terms for each word. Look on the chart in your reading and find the ciberspanglish and Spanish words for each. Ciberspanglish Español
1. to chat
_____________________________
_______________________________
2. to reboot
_____________________________
_______________________________
3. to program _____________________________
_______________________________
4. clip art
_____________________________
_______________________________
5. to print
_____________________________
_______________________________
C. Which list has the longer words in part B? Read the excerpts from the reading in your textbook. Then, write in English why some people want to use ciberspanglish terms and why some people prefer to use Spanish terms for computer-related words.
A algunas personas no les gusta nada este nuevo ≈idioma∆. Piensan que el español es suficientemente rico para poder traducir los términos del inglés. Hay otros que dicen que no hay problemas con mezclar los idiomas para comunicarse mejor. Piensan que el ≈ciberspanglish∆ es más fácil y lógico porque los términos técnicos vienen del inglés y expresarlos en español es bastante complicado. 1. It is better to use Spanish because _____________________________________________ ___________________________________________________________________________.
2. It is better to use ciberspanglish because ________________________________________ ___________________________________________________________________________.
WEB CODE jcd- 0915
Guided Practice Activities
9B-5
303
Realidades
Nombre
Capítulo 9B
Fecha
Hora
Guided Practice Activities
9B-6
Presentación escrita (p. 467) Task: Pretend that your parents think you spend too much time at the computer. Write an e-mail to a friend in Mexico defending your computer use.
1 Prewrite. ●
Fill in the chart below. In the first column, write in Spanish three ways you use the computer. In the second column, write the benefit (ventaja) to you. Use the first example as a guide. Cómo uso la computadora
La ventaja
Busco información para mis clases, en Internet.
Aprendo mucho y es muy interesante.
2 Draft. ●
Use the information from the chart to write your e-mail.
3 Revise. ●
Before you have a partner review your work, check for spelling, accent marks, correct vocabulary use, and verb forms. Your partner will review the following: _____ Is the paragraph easy to read and understand?
_____ Is there anything that you could add to give more information? _____ Is there anything that you could change to make it clearer? _____ Are there any errors that you missed?
4 Publish. ●
Rewrite the e-mail making any change suggested by your partner or by changing anything you didn’t like.
5 Evaluation. ●
Your teacher will grade you on the following:
• the amount of information provided • how well you presented each reason and its benefit • your use of vocabulary and accuracy of spelling and grammar
304 Guided Practice Activities
9B-6
© Pearson Education, Inc. All rights reserved.
_____ Does the paragraph provide good reasons and support your position?
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Notes
305
Notes
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306
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Notes
307
Notes
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308
© Pearson Education, Inc. All rights reserved.
Notes
309
Notes
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310
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Notes
311
Notes
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